DOCSLIB.ORG

ANNUAL REPORT on Official Languages Government of the Northwest Territories MESSAGE from the MINISTER

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ANNUAL REPORT on Official Languages Government of the Northwest Territories MESSAGE from the MINISTER 2017 - 2018 ANNUAL REPORT On Official Languages Government of the Northwest Territories MESSAGE FROM THE MINISTER I am pleased to release the 2017-2018 Annual Report on Official Languages that showcases and celebrates the important work completed in the official languages of the Northwest Territories (NWT); Part I presents the Indigenous languages initiatives; and Part II features the French language initiatives. The report looks at achievements made towards the promotion, development, enhancement and delivery of programs and services in all official languages. Languages are the foundation of in funding for Indigenous language are providing a future for all NWT NWT identity, culture and community within revitalization. At that same time, official languages. Indigenous Languages Framework – A which values and beliefs form peoples’ the GNWT launched the new Shared Responsibility worldviews. They communicate wisdom Mársı, Kinanāskomitin, Thank you, and traditions that are to be honoured, (2017) that Merci, Hąį’, Quana, Qujannamiik, protected, and celebrated for future outlines the vision, goals, and priority Quyanainni, Máhsı, Máhsı, and Mahsı̀, Honourable Caroline Cochrane generations to come. areas, and sets out a clear direction Minister of Education, for the NWT to revitalize and improve Culture and Employment The Government of the Northwest access to services in the Indigenous Territories (GNWT) is committed languages. to supporting its official languages, including – Chipewyan, Cree, English, In 2017-2018, the GNWT also conducted French, Gwich’in, Inuinnaqtun, Inuktitut, an external audit and evaluation of Inuvialuktun, North Slavey, South Slavey the GNWT Strategic Plan on French and Tłı̨chǫ. Languages hold within them Language Communications and a great deal of knowledge about our Services. The outcomes of this activity unique histories, cultures, and lands. will contribute to the creation of the Strategic Plan 2018-2023 and to the In 2017-18, the GNWT continued to update of the Standards for French. enact its commitment to reconciliation On-going implementation of the GNWT’s through recognizing the right of French Strategic Plan will continue to Indigenous Governments to manage have a positive impact on the lives of their own Indigenous language French-speaking residents, workers and revitalization efforts. In May 2017, the visitors in the NWT. Government of Canada and the GNWT jointly announced the signing of the I want to acknowledge and thank the renewed Canada-NWT Cooperation numerous organizations and individuals Agreement for French and Indigenous who have contributed to the success of Languages. This was the first multi- all the programs and services that have year agreement with the Government enhanced and revitalized our official of Canada, and included an increase languages. Your commitment and effort TABLE OF CONTENTS PART I: INDIGENOUS LANGUAGES ........................................................................................4 NWT INDIGENOUS LANGUAGES: SHARING THE RESPONSIBILITY .....................................................................................................4 OVERVIEW .................................................................................................................................................................................................................................4 LEGISLATED ROLES....................................................................................................................................................................................................................4 NWT Languages Commissioner ............................................................................................................................................................................................................... 4 Minister Responsible for the Official Languages Act ............................................................................................................................................................................... 4 NWT Languages Boards ........................................................................................................................................................................................................................... 4 THE GOVERNMENT OF CANADA ..............................................................................................................................................................................................6 REGIONAL INDIGENOUS GOVERNMENTS ...............................................................................................................................................................................7 Highlights from Regional Indigenous Government Programs and Initiatives .......................................................................................................................................... 8 Akaitcho Territory Government ......................................................................................................................................................................................... 8 Dehcho First Nations .......................................................................................................................................................................................................... 9 Gwich’in Tribal Council ..................................................................................................................................................................................................... 10 Northwest Territory Métis Nation ................................................................................................................................................................................... 11 Inuvialuit Regional Corporation (IRC) .............................................................................................................................................................................. 12 Sahtú Dene Council .......................................................................................................................................................................................................... 14 Tłı̨chǫ Government .......................................................................................................................................................................................................... 15 INDIGENOUS LANGUAGES AND EDUCATION SECRETARIAT ................................................................................................................................................ 16 NWT Indigenous Languages Framework and Action Plan: A Shared Responsibility ............................................................................................................................. 16 Indigenous Languages Month ............................................................................................................................................................................................................... 18 NWT Indigenous Languages Facebook Page ......................................................................................................................................................................................... 18 Indigenous Languages Broadcasting ..................................................................................................................................................................................................... 19 Funding for Communications Societies ........................................................................................................................................................................... 19 Community Broadcasting Support Program ................................................................................................................................................................... 20 Revitalizing Indigenous Languages in Communities Program ............................................................................................................................................................... 20 Territorial Indigenous Languages Strategic Initiatives Program ............................................................................................................................................................ 23 INDIGENOUS LANGUAGES IN EDUCATION ......................................................................................................................................26 OVERVIEW ............................................................................................................................................................................................................................... 26 INDIGENOUS LANGUAGE AND CULTURE CURRICULA .......................................................................................................................................................... 27 INDIGENOUS LANGUAGE LEARNING..................................................................................................................................................................................... 27 TEACHING AND LEARNING CENTRES .................................................................................................................................................................................... 28 Highlights from K’alemi Dene School ..................................................................................................................................................................................................
Load more

Recommended publications
  • United Nations Educational, Scientific and Cultural Organization
    SC-20/CONF.232/10 29 September 2020 Original English UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION International Coordinating Council of the Man and the Biosphere (MAB) Programme Thirty-second session Online meeting 27th- 28th October 2020 ITEM OF THE PROVISIONAL AGENDA: Presentation of the Technical Guidelines for Biosphere Reserves 1. At its 27th session, the MAB International Coordinating Council (MAB-ICC) decided the development of Technical Guidelines for Biosphere Reserves (referred as TGBR thereafter) and entrusted the MAB Secretariat for this endeavour. The MAB Secretariat reported on the progress of the development of the TGBR since the 29th session of the MAB-ICC1. 2. The TGBR will enable Member States and the MAB Council to respond more appropriately and timely to the various practical challenges and technical questions encountered in the implementation of the Seville Strategy and the articles of the Statutory Framework of World Network of Biosphere Reserve (WNBR). By providing critical information and clarification on the WNBR, the TGBR fosters the implementation of current - MAB strategy (2015-2025), the Lima Action Plan (2016- 2025) - and future Strategies and Action Plans. 3. The TGBR will be an open access web-based living document compiling contributions and experiences from the MAB community on specific items. As the TGBR cannot answer all the possible questions and needs, it is flexible and will be periodically updated and used preferably with the TGBR support webpage, where references to discussed topics can be shared in more detail. 4. In support of the drafting process of the TGBR, the MAB Council decided to establish a TGBR-working group (TGBR-WG) to support the work of the MAB Secretariat.
    [Show full text]
  • Inclusion of Aboriginal Traditional Ecological Knowledge in Parks and Protected Areas Management
    Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2020 Beyond a Mapping Exercise: Inclusion of Aboriginal Traditional Ecological Knowledge in Parks and Protected Areas Management David Cook [email protected] Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Environmental Studies Commons, Forest Management Commons, Indigenous Studies Commons, and the Nature and Society Relations Commons Recommended Citation Cook, David, "Beyond a Mapping Exercise: Inclusion of Aboriginal Traditional Ecological Knowledge in Parks and Protected Areas Management" (2020). Theses and Dissertations (Comprehensive). 2246. https://scholars.wlu.ca/etd/2246 This Thesis is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. Beyond a Mapping Exercise: Inclusion of Aboriginal Traditional Ecological Knowledge in Parks and Protected Areas Management By David Cook Bachelor of Arts, Wilfrid Laurier University, 2005 Major Research Paper Submitted to the Department of Geography and Environmental Studies in partial fulfillment of the requirements for the Master of Environmental Studies degree Wilfrid Laurier University 2019 © D. Cook, 2019 Abstract This paper examines current approaches for Parks and Protected Areas (PPA) managers in incorporating Aboriginal Traditional and Ecological Knowledge (ATEK) into their management plans. This paper focuses on two case-studies. They are Nahanni National Park and Reserve in the Dehcho region of the Northwest Territories, and the Whitefeather Forest Protected Area in the Pikangikum First Nations Traditional Territory in Ontario. They were chosen because of their unique approaches to include Aboriginal communities in the planning process and their designation as UNESCO World Heritage sites.
    [Show full text]
  • Negotiating the Dehcho: Protecting Dene Ahthít’E1 Through Modern Treaty-Making
    TD 541-18(3) TABLED ON AUGUST 22, 2019 Negotiating the Dehcho: Protecting Dene Ahthít’e1 through Modern Treaty-Making *Don Couturier This memo is a high-level summary of my research. It is not a full account of my argument or recommendations. I simply introduce my topic and survey its main points and themes. The full report will be available in October, 2019 through the Gordon Foundation’s Jane Glassco Northern Fellowship website. Please refer to the full report for comprehensive context and recommendation development. Thank you to my mentor, Larry Innes, and my cohort of Fellows—without their support, encouragement, and thoughtful teachings this research would not be possible. Introduction The Dehcho Dene, Government of the Northwest Territories (GNWT) and Canada must harmonize their competing visions of law and governance through nation-to-nation partnership and treaty federalism. This research modestly describes the positions of each party, identifies areas of mutual understanding, and analyzes potential compromises and opportunities going forward. Three primary sources inform my analysis: the spirit of Treaty 8 and 11; lessons from the success of Edéhzhíe, the first Indigenous Protected Area in the Dehcho region; and Canada’s Principles Respecting the Government of Canada’s Relationship with Indigenous Peoples.2 Background Context Negotiations began in 1999.3 The 21 Common Ground Principles and subsequent Dehcho First Nations Framework Agreement established the overarching goal of recognizing a Dehcho “government based on Dene laws and customs, and other laws agreed to by the parties”.4 The Dehcho First Nations Framework Agreement sets out the guiding principles, objectives, roles, and other negotiating specifics.
    [Show full text]
  • 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]
  • Manitoba Postsecondary Graduates from the Class of 2000 : How Did They Fare? by Chantal Vaillancourt
    Catalogue no. 81-595-MIE — No. 029 ISSN: 1711-831X ISBN: 0-662-40245-6 Research Paper Culture, Tourism and the Centre for Education Statistics Manitoba postsecondary graduates from the Class of 2000 : how did they fare? by Chantal Vaillancourt Culture, Tourism and the Centre for Education Statistics Division 2001 Main Building, Ottawa, K1A 0T6 Telephone: 1 800 307-3382 Fax: 1 613 951-9040 Statistics Statistique Canada Canada How to obtain more information Specific inquiries about this product and related statistics or services should be directed to: Client Services, Culture, Tourism and the Centre for Education Statistics, Statistics Canada, Ottawa, Ontario, K1A 0T6 (telephone: (613) 951-7608; toll free at 1 800 307-3382; by fax at (613) 951-9040; or e-mail: [email protected]). For information on the wide range of data available from Statistics Canada, you can contact us by calling one of our toll-free numbers. You can also contact us by e-mail or by visiting our website. National inquiries line 1 800 263-1136 National telecommunications device for the hearing impaired 1 800 363-7629 Depository Services Program inquiries 1 800 700-1033 Fax line for Depository Services Program 1 800 889-9734 E-mail inquiries [email protected] Website www.statcan.ca Information to access the product This product, catalogue no. 81-595-MIE, is available for free. To obtain a single issue, visit our website at www.statcan.ca and select Our Products and Services. Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner and in the official language of their choice.
    [Show full text]
  • Evaluating Co-Management in the Sahtu: a Framework for Analysis
    UNIVERSTIY OF CALGARY Evaluating Co-management in the Sahtu: A Framework for Analysis by Darwin Bateyko A MASTER’S DEGREE PROJECT SUBMITTED TO THE FAC ULTY OF ENVIRONMENTAL DESIGN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ENVIRONMENTAL DESIGN (ENVIRONMENTAL SCIENCE) FACULTY OF ENVIRONMENTAL DESIGN CALGARY, ALBERTA SEPTEMBER 2003 © Darwin Bateyko 2003 iii iv THE UNIVERSITY OF CALGARY FACULTY OF ENVIRONMENTAL DESIGN The undersigned certify that the y have read, and recommend to the Faculty of Environmental Design for acceptance, a Master's Degree Project entitled Evaluating Co-management in the Sahtu: A Framework for Analysis submitted by Darwin Bateyko in partial fulfillment of the requirements for the degree of Master of Environmental Design (Environmental Science). __________________________ Prof. Karim-Aly Kassam – Faculty of Communication and Culture Supervisor __________________________ Dr. Norman Simmons – Faculty of Environmental Design (Adjunct) __________________________ Dr. Cormack Gates – Faculty of Environmental Design __________________________ Date: September 26th 2003 v vi Abstract Evaluating Co-management in the Sahtu: A Framework for Analysis Darwin Bateyko September, 2003 A MASTER’S DEGREE PROJECT SUBMITTED TO T HE FACULTY OF ENVIRONMENTAL DESIGN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ENVIRONMENTAL DESIGN (ENVIRONMENTAL SCIENCE) Supervisor: Professor Karim-Aly Kassam In theory, co-management is defined as a partnership arrangement in which government, the community of local resource users, and other resource stakeholders, share the responsibility and authority for the management of a resource. In practice, however, co- management has been used to describe a number of resource management regimes, ranging from processes that utilize only community consultation, to partnerships that incorporate equal participant decision-making.
    [Show full text]
  • Sahtu Dene and Metis Comprehensive Land Claim
    Annual Report of the Implementation Committee April 1, 2000–March 31, 2001 Sahtu Dene and Metis Comprehensive Land Claim Agreement 2001 Annual Report Published under the authority of the Minister of Indian Affairs and Northern Development Ottawa, 2001 www.ainc-inac.gc.ca QS-5354-021-BB-A1 Catalogue No. R31-10/2001 ISBN 0-662-66189-3 © Minister of Public Works and Government Services Canada foreword The Implementation Committee is pleased to provide its annual report describes achievements and developments seventh annual report on the implementation of the Sahtu during the year. Information is contributed by various federal Dene and Metis Comprehensive Land Claim Agreement. The and territorial departments, the SSI and other bodies estab- report covers the fiscal year from April 1, 2000 to March 31, 2001. lished under the Agreement. The Implementation Committee comprises a senior official from We are committed to strengthening the partnerships that are each of the parties: the Sahtu Secretariat Incorporated (SSI), key to the successful implementation of this Agreement. Our the Government of the Northwest Territories (GNWT) and achievements to date are the product of partners working the Government of Canada. It functions by consensus and together to recognize Aboriginal rights in an atmosphere of serves as a forum where parties can raise issues and voice mutual respect, and the commitment of the parties to fulfil obli- their concerns. gations pursuant to this Agreement. The role of the Implementation Committee is to oversee, direct and monitor implementation of the Agreement. This John Tutcho Mark Warren Aideen Nabigon Sahtu Secretariat Government of the Government of Incorporated Northwest Territories Canada 2000–2001 Annual Report | i table of contents Foreword .
    [Show full text]
  • Canada's Abusive Relationship with Indigenous People: a Profile of Dehcho First Nations Interim Grand Chief, Gerald Antoine Fo
    CANADA’S ABUSIVE RELATIONSHIP WITH INDIGENOUS PEOPLE: A PROFILE OF DEHCHO FIRST NATIONS INTERIM GRAND CHIEF, GERALD ANTOINE FORT SIMPSON, NT -- (special) -- The newly selected Interim Grand Chief of the Dehcho First Nations (DFN) has no illusions about the problems and divisions he and his people face in the next few months, leading up to a summer General Assembly and an elected person to lead the on-going struggle with Canada for their indigenous rights. “This is not about me, I am merely a person chosen to be a protector, a facilitator, an engineer if you like, who has been honoured by the confidence of his people to help prepare them for next assembly in June,” says Gerald (Jerry) Antoine, the 53-year-old Dehcho broadcaster who was chosen late last week to serve as interim Grand Chief of the DFN. He knows what he is faced with. He sat through the long, agonizing and painful Special Assembly in late January that dismissed Herb Norwegian, who is a friend and cousin. Antoine was one of the few who came and stood beside Norwegian in the last minutes of the Special Assembly in an act of solidarity for the former grand chief’ s long history of work with the Dehcho and the Dene Nation. Antoine had been there already. He was the first Grand Chief of the DFN from 1993-96, moving it from a regional tribal council of the Dene Nation (Mackenzie-Liard region) to its people’s own identity as Dehcho. “Sure, I know about the divisions we face, I know about the terrible legacy of the residential schools on people, I was there.
    [Show full text]
  • Aspect and the Chipewyan Verb
    University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies Legacy Theses 1998 Aspect and the Chipewyan verb Bortolin, Leah Bortolin, L. (1998). Aspect and the Chipewyan verb (Unpublished master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/22542 http://hdl.handle.net/1880/25896 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca THE UNIVERSITY OF CALGARY Aspect and the Chipewyan Verb by Leah Bortolin A THESIS SUBMI?TED TO THE FACULTÿ OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS DEPARTMENT OF LINGUISTICS CALGARY, ALBERTA February, 1998 O Leah Bortolin 1998 National Libmiy Bibiiothéque nationale du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395, rue Wellington Ottawa ON KIA ON4 Ottawa ON K1A ON4 Canada canada The author has granted a non- L'auteur a accorde une licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, disaibute or sell reproduire, prêter, distn'buer ou copies of this thesis in microfonn, vendre des copies de cette thèse sous paper or electronic formats. la fonne de microfiche/nim, de reproduction sur papier ou sur format électronique.
    [Show full text]
  • Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
    Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions.
    [Show full text]
  • Pipeline Project Preliminary Information Packagefor the Northern Gas Pipeline Project Volume I Table of Contents
    A- 54967 PRELIMINARY INFORMATION PACKAGE FOR THE NORTHERN GAS PIPELINE PROJECT PRELIMINARY INFORMATION PACKAGEFOR THE NORTHERN GAS PIPELINE PROJECT VOLUME I TABLE OF CONTENTS I . INTRODUCTION ....................................................................................................................... 1 .. A . Project Descrlptlon................................................................................................................. 1 B. Capital Structure. .................................................................................................................... 4 C . Consortium Approach............................................................................................................ 5 D . Aboriginal Ownership and Benefits....................................................................................... 5 E . Tolls and Access ..................................................................................................................... 6 F . Alaska ..................................................................................................................................... 7 G . Regulatory Matters................................................................................................................. 7 H . Conclusion ............................................................................................................................. 8 I1 . PROJECT OVERVIEW ............................................................................................................. 9
    [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]