first peoples’ news spring /summer 2014 first peoples’ cultural council

in this issue New Museum Exhibition 2 New Arts Funding from FPCC Available for Youth SHOWCASING B..’S LIVING in B.C. FIRST NATIONS 3 New Resources Available for First Nations Languages in B.C. Most people are unaware of the variety approaches with contemporary storytell- and richness of languages in this prov- ing. It will make use of audio and visual 4 FirstVoices Resources: Flash Card ince. With 34 Indigenous languages and media, artwork and narrative text in Eng- and Label Maker 61 , B.C. is the most linguistically lish as well as First Nations languages. diverse region in . Most importantly, it will demonstrate 4 Geek Alert! PC Keyboard In an inspiring new partnership, the the diversity and resilience of languages Software Update First Peoples’ Cultural Council (FPCC) in B.C. by showcasing languages by has been working with the Royal BC region as well as individual efforts to 5 Seabird Island Nests is Museum to create the innovative rejuvenate languages through hard work Engaging Young Language Learners Our Living Languages exhibition, which and perseverance. will provide an opportunity to celebrate “This is exciting for us and a progressive 6 Mentor-Apprentice Teams Creating these First Nations languages and the move on behalf of the Royal BC Museum,” a New Generation of Speakers people who are working to preserve says FPCC Chair Lorna Williams. “The and revitalize them. museum is a wonderful venue in which to 8 In Conversation with AADA Recipient The exhibition will fuse traditional share the stories and perspectives of First Kevin Loring Continued next page… 9 Upgrades to the FirstVoices Language Tutor Now Available to Communities

10 Community Success Story: SECWEPEMCTSÍN Language Tutor Lessons

11 FirstVoices Coordinator Peter Brand Retires…Or Does He?

Our Living Languages: First Peoples' Voices in B.C. is set to open in June 2014 New Arts Funding from FPCC AVAILABLE FOR FIRST NATIONS YOUTH IN B.C.

Priority is given to projects that imple- ment new, targeted youth engagement arts activities, especially in underserved, often remote reserve communities. The deadline for 2014 applications has now passed. Check back for ongoing de- tails about the Aboriginal Youth Engaged in the Arts Program on the FPCC website: www.fpcc.ca/arts/Programs/Youth-engage- ment-in-the-arts.aspx The Aboriginal Youth Engaged in the Arts program is one of three programs The Nʼisgaʼa Spirit Lava Dancers' being offered under the umbrella of were funded in 2008. “Creative Youth Initiatives” funded by the B.C. Government. The BC Arts Council is A new pilot program is underway to Cathi Charles Wherry, FPCC Arts delivering a $1.6 million program; the provide funding to First Program Manager. BC Touring Council is delivering a Nations and Aboriginal organizations The $200,000 in new funding will be $200,000 program. for projects that engage Aboriginal youth directed to projects that connect youth “The FPCC arts department has an excel- in the arts, a vital aspect of defining and with established artists through residen- lent reputation for delivering meaningful expressing identity. cies, community-based workshops and and successful programs,” says Tracey The BC Arts Council is providing collaborations in any artistic discipline. Herbert, Executive Director of FPCC. “We $200,000 in funding to support the This pilot program is meant to encour- have been able to attract new partners Aboriginal Youth Engaged in the Arts age youth, aged 15–24, to participate in and programs that complement the Program, which will be delivered by FPCC creative and artistic activity, support existing grant programs and services for in 2014. “Although we have always sup- youth cultural identity and a sense of Aboriginal artists in B.C.” ported multi-generational projects we are place, improve the quality of life for For more information about BC Arts pleased to be able to offer communities youth and contribute significantly to Council funding, visit www.bcartscouncil.ca this additional support, specifically for youth participation in local arts and engaging our youth in the arts,” says cultural economies.

Continued from previous page… Nations people through their languages. and interns. The Royal B.C. Museum is and maintenance is essential to keep- We’re pleased to be an equal partner in responsible for organizational structure, ing culture, and that our shared history this initiative—this level of inclusivity management, design, construction, and begins with First Peoples,” says Royal B.C. shows a genuine respect for the people is also actively fundraising for the project. Museum CEO Jack Lohman. of this province who are working hard to The 3,000 square foot exhibition will open The opening date of June 21, 2014 coin- keep their languages and cultures vital.” on the third floor at the entrance to the cides with National Aboriginal Day. Content for the exhibition is currently museum’s Human History exhibits. For up-to-date news and information in development under the direction of “Visitors will leave here knowing that about the exhibition, visit our website at: the First Peoples’ Cultural Council, and B.C.’s First Nations are dynamic, living www.fpcc.ca/language/Exhibition will include contributions from First cultures, that there are many ways of Nations cultural experts, artists, writers being a Canadian, that language revival

2

New Learning Resources Available FOR FIRST NATIONS LANGUAGES IN B.C.

Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • K’e Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in • Tutchone • Łingít • Ktunaxa • Éy7á7juuthem Hul’q’umi’num’ • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN • Malchosen • Lekwungen • Semiahmoo • T’Sou-ke She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín • Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ • Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil • Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e • Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in Tutchone • Łingít • Ktunaxa • Éy7á7juuthem • Hul’q’umi’num’ • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN Malchosen • Lekwungen • Semiahmoo • T’Sou-ke • She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk • Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala • X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in • Tutchone • Łingít • Ktunaxa • Éy7á7juuthem Hul’q’umi’num’ • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN • Malchosen • Lekwungen • Semiahmoo • T’Sou-ke She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín • Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ • Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil • Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e • Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in Tutchone • Łingít • Ktunaxa • Éy7á7juuthem • Hul’q’umi’num’ • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN Malchosen • Lekwungen • Semiahmoo • T’Sou-ke • She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín “Developing a language plan can Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk • Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala • X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in • Tutchone • Łingít • Ktunaxa • Éy7á7juuthem Hul’q’umi’num’ • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN • Malchosen • Lekwungen • Semiahmoo • T’Sou-ke She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín • Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ • Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala bring people together to share X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil • Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e • Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in Tutchone • Łingít • Ktunaxa • Éy7á7juuthem • Hul’q’umi’num’ • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN Malchosen • Lekwungen • Semiahmoo • T’Sou-ke • She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk • Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala • X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in • Tutchone • Łingít • Ktunaxa • Éy7á7juuthem knowledge and resources.” Hul’q’umi’num’ Language • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN • Malchosen • Lekwungen • Semiahmoo • T’Sou-ke She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín • Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk A Guide to Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ • Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil • Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh Language Policy and Planning (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e • Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in Tutchone Nest • Łingít • Ktunaxa • Handbook Éy7á7juuthem • Hul’q’umi’num’ • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN —Suzanne Gessner, Project Lead for B.C. First Nations Communities Malchosen for • Lekwungen b.c. first • Semiahmoo nations • T’Sou-ke • communities She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk • Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala • X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in • Tutchone • Łingít • Ktunaxa • Éy7á7juuthem Hul’q’umi’num’ • Halq'eméylem • hən̓q̓əmin̓əm • SENĆOŦEN • Malchosen • Lekwungen • Semiahmoo • T’Sou-ke She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín • Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk First Peoples’ Cultural Council Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ • Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil • Anishnaubemowin • ᓀᐦᐃᔭᐍᐏᐣ (Nēhiyawēwin) • Dakelh (ᑕᗸᒡ) • Dane-Zaa (ᑕᓀ ᖚ) • Danezāgé’ • Dene K’e • Nedut’en • Wet'suwet'en • Tāłtān • Tse’khene • Tsilhqot'in Tutchone • Łingít • Ktunaxa with the • Éy7á7juuthem support of • Chief Hul’q’umi’num’ Atahm • Halq'eméylem School • hən̓q̓əmin̓əm • SENĆOŦEN Malchosen • Lekwungen • Semiahmoo • T’Sou-ke • She shashishalhem • Sk̲wx̱wú7mesh sníchim • Nłeʔkepmxcín Nsyilxcən • Secwepemctsin • St̓át̓imcets • Nuxalk • Gitsenimx̱ • Nisg̱a’a • Ski:xs • Sm̓algya̱x • Diitiidʔaatx̣ Hailhzaqvla • Kwak̓wala • Nuučaan̓uɫ • Oowekyala • X̄enaksialak̓ala • X̄a'’islak̓ala • X̱aad Kil • X̱aaydaa Kil

For decades, many of B.C.’s First Nations B.C. and around the world. Nations Communities, has just been communities have been working with “A lot of good work has been done in released. Based on the experiences of governments, school boards, language communities for decades, but community language nests in B.C. (including those authorities and concerned community members have often not had an oppor- funded by FPCC) as well as successful members to revitalize their languages. tunity to find out what other work has models internationally (in Hawaii, New Now, two new handbooks produced by been done, even on their own language,” Zealand), it is the first handbook of its FPCC will make these efforts a little easier. explains Suzanne. “Developing a language kind that details the language nest model, The first,A Guide to Language Policy plan can bring people together to share providing practical solutions to common and Planning for B.C. First Nations Com- knowledge and resources.” challenges in early immersion programs. munities, was produced by a small team Topics range from how to develop and According to Aliana Parker at FPCC, at FPCC last year. Suzanne Gessner, a implement an plan or “this handbook synthesizes local and language activist who has been working start a language authority to certifying international research on early immersion to support FPCC work for several years, language teachers and creating policies programs, providing easy-to-understand led the project. She had assistance from for various aspects of language work. The information about language acquisition co-author Scott Franks and the language guide also includes a number of practical and practical solutions for communities team at FPCC. In addition, a review tools and resources, such as surveys and running language nests.” committee of eight First Nations com- templates that can be modified to suit a Download your free copy of the guides munity language experts from around the community’s specific needs. in PDF format from the FPCC website: province provided guidance and feedback “We know that communities are often www.fpcc.ca/about-us/Publications during the guide’s development. (Thanks challenged with limited financial resourc- For print copies, call the office at: to Maxine Baptiste, Peter Jacobs, Mandy es and in some cases limited numbers of (250) 652-5952. Jimmie, George Kaliszewski, Feddie speakers,” says Suzanne. “Of course we Louie, Sherry Stump, Tye Swallow and want to do the best work possible with the Funding for the Language Policy and Judy Thompson!) resources available. Having a language Planning guide was provided by the The new guide builds on the work of the plan helps identify what work should be New Relationship Trust (NRT). Funding FPCC Planning done and builds on the experiences of for the Language Nest Handbook was Program that started in 2008 and shares other communities.” provided by the First Peoples' Cultural success stories and models of language The second handbook, entitled Foundation (FPCF). revitalization work already underway in Language Nest Handbook for B.C. First

3 FirstVoices Resources: FLASH CARD AND LABEL MAKER

Teachers and other language cham- binations available for creating 2-sided pions—we encourage you to use two cards: print a word in a language on one resources available on the FirstVoices site: side and English on the other, or use the Label Maker and Flash Card Maker! images to enhance or even replace the Located in the “games” section of each word on one or both sides. For the im- language archive, these resources allow ages, the Flash Card Maker draws on teachers and language learners to create thousands of photographs and illustra- and print labels and flash cards for use as tions in the archive’s central databank. easily identifiable, visual learning tools. “When I’m making flash cards, I like In the Label Maker, users can choose to print an image on one side and the words from the archives to create labels in corresponding word in language on the language along with their English trans- other,” says FirstVoices Manager, Alex lation. Printed labels can be affixed to Wadsworth. “By omitting the English items around the school, home or office word, you give a truly immersive to help people practice and remember the learning experience.” words for common, and not-so-common, To access the Flash Card Maker and The Flash Card and Label Makers are learning objects they see every day. Label Maker on FirstVoices visit: tools offered by FirstVoices to make language- The Flash Card Maker is particularly use- www.firstvoices.com/en/games learning fun. ful for teachers. There are several com-

Geek Alert! PC KEYBOARD SOFTWARE UPDATE

Office, Google Docs, Open Office, Adobe and hundreds of other applications. Once Keyman has been installed, users can switch between the computer’s default keyboard and a custom keyboard with one simple click. With expanded program support and ease of use, Keyman is ideal for creating materials for print and web publishing, documents, emails—and for use with FirstVoices. The new Keyman keyboards for PC are with 6.0, meaning access to an You can find the links for Keyman, as now available for free download at expanded range of Unicode characters well as keyboards for use with Mac com- FirstVoices.com. Keyman 8.0.1 is the from Emoji to Egyptian Hieroglyphics. In puters, at the bottom of the welcome page latest version of Tavultesoft’s custom key- addition to a wider range of character pos- for each FirstVoices language archive. board software that allows users to type in sibilities, Keyman 8.0.1 runs equally well in Visit www.firstvoices.com, choose a virtually any one of the world’s languages, 64-bit and 32-bit programs, so it supports language and then click “Learn Our including B.C.’s First Nations languages. every version of Windows XP, Vista, plus Language” to access an archive’s The update is completely compliant Windows 7 & 8. Use it to type in Microsoft welcome page.

4

Seabird Island Language Nest is ENGAGING YOUNG LANGUAGE LEARNERS

A few years ago, the Seabird Island Band’s Chief and Council set an ambitious goal— to have 200 fluent Halq’emeylem lan- guage speakers living on reserve by 2020 (there are currently about six). Reaching this goal won’t necessarily be easy, but the language nest program at Seabird Island is a critical first step in getting young learners engaged in learning their tradi- tional language. The pre-school language program at Seabird Island has been operating suc- cessfully for 30 years, and in that time it has supported hundreds of children in the first steps of their educational journey. The language nest program, now in its sixth year, originally got off to a slow start. For the first two years, it operated out of a community hall and relied on parents to A group of children learn to speak Halq’emeylem at the preschool language program at Seabird Island. drop in. Given that most Seabird Island parents are working, there wasn’t a lot of says Carlene. “Johnny has being practicing response in those early years. Then, four TPR—total physical response—with the years ago, the language nest was moved kids. There’s lots of action and they really to the pre-school and the existing three pick up on it. We are so fortunate to have year-old curriculum was replaced. The Johnny. The kids just love him and there impact was immediately noticeable. are so few positive male role models in “It’s had a huge impact,” says Early early childhood education.” Childhood Programs Manager Carlene To date, 80 children have gone through Brown. “Our language teacher was the pre-school language program at astonished at how much more language Seabird Island. The first group is now in the [four year olds] have that had gone grade two, and the early introduction to through the nest.” language they received in the language This year’s class has 20, three-year-old nest is evident. preschoolers. For four days each week, “The grade twos are answering their they spend the day with the pre-school teacher in language,” says Carlene. “We teacher, teaching assistant and two fluent have one child who has moved off reserve language speakers from the community. for school but is still speaking in language Elder Donna Giroux and Johnny Williams, at home.” With this level of success and a non-Elder from a neighbouring commu- enthusiasm, Seabird Island has a great The FPCC Language Nest Program is funded nity, provide the ideal balance in working chance of realizing its goal of more by the First Peoples’ Cultural Foundation. with the children. speakers by 2020. “Donna is calm and spends a lot of one- on-one time with kids. She tells stories and brings a lot of traditional knowledge,”

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Mentor-Apprentice Teams CREATING A NEW GENERATION OF SPEAKERS

In 2010, FPCC’s groundbreaking Re- The Mentor-Apprentice Program is As the 2010 teams wrap up their terms, port on the Status of B.C. First Nations one successful program offered by FPCC we checked in with a few participants Languages stated that only five percent of that is turning the tide for First Nations to hear about their experiences and the First Nations people in B.C. speak their languages in B.C. Formerly called Master- results of their efforts. first language fluently. Further, just over Apprentice, the program was first half of those speakers are over 65 years launched in 2008. It pairs fluent speak- The Mentor-Apprentice Program is old. In addition to the passing of a loved ers—typically Elders—with willing funded by the New Relationship Trust family and community member, losing an language learners in order to pass on and the Ministry of Aboriginal Relations Elder means losing a precious resource of knowledge and create a younger genera- and Reconciliation. stored cultural and linguistic knowledge. tion of fluent speakers.

AMBER EUSTACHE and JOHN AND LINDY ELLIOTT and SARAH PETERSEN BEATRICE ELLIOTT culture. She learned to tan hides—the next step is sewing.” As Amber and Sarah approach the end of their three-year term, Amber’s fluency has improved significantly. “I’m getting there,” Amber says. “According to the Mentor- Apprentice evaluation scale, fluent is a nine. I am at a six now.” A self-described victim of her own success, Amber is in demand to assist other com-

Amber Eustache (left) was mentored by her grand- John (left) and Lindy (right) Elliott worked with mother, Sarah Petersen (right), in Nsyilxc ne and munity members. “I’m pulled in so many mother Beatrice (not shown) to improve their is happy to have the opportunity to now teach the different directions. I’m teaching at the fluency in SENC´OT–EN. Today both John and Lindy ´ ´ language to others. high school, some night classes and last work in the W–SANEC community to pass along summer I taught all of the camps.” what they have learned. Sarah Petersen, a Paul Creek First That said, she has no regrets and Nation Elder and fluent speaker, had credits Mentor-Apprentice with giving her Language revitalization runs in the Elliott been working on language revitalization life new purpose. “It’s been amazing—a family. The late Dave Elliott was an early for more than three decades. Her life changer for sure. It’s let me focus on language advocate who created the granddaughter Amber Eustache had what I’m doing with my life. I’m glad to SENC´OT–EN alphabet in 1978. He and his been interested in learning her language be able to pass on what I’ve learned to my wife Beatrice always spoke in SENC´OT–EN for some time. Participating in Mentor- younger cousins.” at home, in an effort to set an example for Apprentice gave the pair the necessary their children. time and inspiration to spend together so It’s not surprising then, that both John that Amber could improve her fluency. and Lindy, two of Dave and Beatrice’s For Sarah, being a mentor to her grand- children, have been involved in language daughter was an opportunity to pass on work for more than four decades. Both ´ more than just language knowledge. teach at the –LAU,WELN–EW– Tribal School “We would drive to Penticton and I’d tell near Victoria, B.C. and promote language ´ ´ her old stories about the road and the within the W–SANEC community at large. countryside while we were speaking in Yet, despite having a good level of com- language. She learned a lot about the prehension, John and Lindy realized the

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“It's in your spirit…The need to know your native language is in your genes.” —Barbara Sennott-Harris, Mentor

CINDY FISK and BARBARA SENNOTT-HARRIS window was closing to develop the level what it meant.” Today she helps out with of fluency their parents’ generation pos- Barbara’s language class at the Vancou- sessed. When the community lost several ver Native Education Centre (NEC) and fluent Elders, John and Lindy decided to converses in Gitx’sanimx with her fluent- apply for the Mentor-Apprentice Program speaking aunts. along with mother Beatrice, now 93. She credits Barbara’s teaching style The three met every day with Beatrice with much of her gained fluency. “I’m in- taking the lead to create learning opportu- credibly lucky to be working with my aunt, nities. “She has a system,” explains John. who has been working with language for “Sometimes she prepares subjects, such so long. She’s so good at defining what Cindy Jensen Fisk (right) was thrilled to work with as local or family history. Other times we her aunt Barbara Sennott-Harris (left) to learn we’re saying—some Gitxsan words are put the TV on without the sound and fill in the Gitx’sanimx language. She now helps Barbara very complex.” the words in SENC´OT–EN.” teach the language at the Vancouver Native Educa- In addition to teaching at NEC, Barbara John and Lindy are applying the MA tion Centre (NEC). works with linguistics scholars at UBC methods and principles in their teach- and does dictionary work, along with ing at the Tribal School, and John is also Cindy Jensen Fisk and her aunt Barbara Cindy. Her teaching approach emphasizes working with a cohort of young adults—a Sennott-Harris began Mentor-Apprentice dedication and intention, but is infused second tier of apprentices—to involve work as a way to honour the memory of with Barbara’s own humour and positive them in various aspects of language work, Cindy’s mother and Barbara’s sister, the energy. “I teach for the urban people such as archiving, creating dictionaries late Doreen Jensen. An artist, author and because there are a lot of us down here and working on a book. “Our young ap- lifelong activist, Doreen was passionate and maybe we don’t need [our language] prentices are very excited about language about protecting the language and culture every day, but it still feeds your soul. work because they’re so involved in of the Gitxsan people. It doesn’t have to feel like a big load projects,” John says. “We have five or six “Originally, I got into Mentor-Apprentice of responsibility.” young adults in university, getting educa- because I thought it was something my Barbara feels that all Gitxsan people tion degrees. They will be able to replace mom would have been proud of,” says should have at least some knowledge of myself and my sister.” Cindy. “Then, in the second year, it their first language. “It’s in your spirit,” became something I wanted to do—for she explains. “The need to know your na- myself, my kids and my community.” tive language is in your genes.” And she’s Cindy’s fluency has improved dramati- thrilled that her niece is interested in cally in three years. “When we first started, language. “I am so happy, for her mother I wasn’t fluent at all. If somebody put writ- and for herself.” ing in front of me that was in Gitx’sanimx, I could pronounce it but I didn’t know

7 In Conversation WITH AADA RECIPIENT KEVIN LORING

through a new piece that involves ele- ments of choral work as well as storytell- ing, pantomime and song.

This past summer was the first phase of this project and it was a huge success. We had over 50 community participants throughout the week, working with our artists to make this project a reality. We are now planning the second phase of this exciting and groundbreaking project.

Kevin Loring and Q. Your recent FPCC grant supported the Nlakap’amux Elder Burt development of Savage Society. How do Seymour at the Songs of you expect this new endeavour to impact the Land event in Lytton, Aboriginal theatre in B.C.? B.C. last summer. A. Savage Society is breaking new ground with our projects. We are fully engaged A member of the N’laka’pamux (Thomp- a solo piece titled The Ballad of Floyd. I in the community and are creating new son) First Nation in Lytton, Kevin Loring turned the script into a one-act play for inspiring work. We engage professional is an award-winning actor who has five actors. This was ultimately an early Aboriginal artists in the work we do and performed in numerous plays across incarnation of the play that became my approach the work with a multi-disciplin- Canada and starred in television and Governor General’s Award-winning play ary aesthetic. We believe that by sourcing feature films. In addition to acting, he Where the Blood Mixes, which has played our shared histories we can create stories co-produced and co-hosted the documen- across the country and has garnered me that are relevant and powerful and that tary Canyon War: The Untold Story about numerous awards and accolades. honour the depths of our relationship to the 1858 Fraser Canyon War. His original the land and the modern realities we now play, Where the Blood Mixes, won several I was only a couple years out of theatre face as Aboriginal people. awards, including the 2009 Governor school so this was a pivotal time in my General’s Literary Award for Drama. career. The AADA support of my work has Q. Do you have any advice to pass on definitely helped to shape the kind of art- to young aspiring and emerging First We had a chance to talk to Kevin about ist I am today. Nations artists? his multi-faceted theatre career, and A. Visualize what you want. See it in your some of the successes he’s had over the Q. What are you working on now? Can you mind’s eye. Then do everything you can last decade. tell us about your latest project? to make it happen. The artist’s life can A. I am working on a couple of projects— be a rewarding life . . . but it takes time Q. You received an Aboriginal Arts Develop- the most exciting is a community project and perseverance. If you really want to ment Award (AADA) from the First Peoples' that involves 100-year-old wax cylinder work, create it yourself. Sometimes being Cultural Council (FPCC) in 2003. Where recordings of N’laka’pamux songs. The a leader simply means choosing to walk were you in your career at that time, and project is called Songs of the Land. Sourc- the path, and the people that need to be how did this grant contribute to your ing these recordings, my company Savage on that journey with you will show up, career advancement? Society is working with the N’laka’pamux one way or another. A. This grant was to further develop a people to create and present a showcase script I was working on that was previously of our traditional songs and stories told

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Upgrades to the FirstVoices Language Tutor NOW AVAILABLE TO COMMUNITIES

FirstVoices Language Tutor has under- student access and can specify course course activity. Certificates of completion gone a major upgrade. Enlisting the prerequisites and how many times stu- can be issued for each course, or at the expertise of local e-course management dents can take assessments. end of a module. software company, Udutu, FirstVoices The authoring tool allows for lessons to The new Language Tutor allows teach- now offers a full “e-course authoring tool” be built using screen templates that are ers to integrate lessons with existing complete with student tracking, assess- easy to use and don’t require program- curriculum and learning outcomes. And, ments and reports. Training on the new ming expertise. Basic screens consist of teachers can share lesson templates with system has already begun in communities image and text, and advanced screens each other through a shared courses around the province. offer features like slide show, targets and website online. Numerous improvements come with roll-over hotspots. To access the FirstVoices Language the new system: increased control over Assessment screens offer a variety of Tutor visit: tutor.firstvoices.com. For more design features, automatic image and options from traditional multiple choice information, or to get your community video re-sizing, and support of Flash to real-time voice recording and playback involved, contact Alex Wadsworth, animation. for pronunciation practice. FirstVoices Manager: [email protected]. Teachers can create virtual classrooms All screen templates have the option and post courses in progressive modules of including buttons that can take the Upgrades to FVLT were made possible for students based on grade, language learner anywhere on the learning path: thanks to the generous support of Udutu level or topic. For example, courses can a review section, additional information, and the Department of Canadian Heritage start with simple vocabulary-building a quiz and more. This variety of presenta- Canada Interactive Fund. exercises, and move to more complex tion techniques effectively targets three tasks and assessments. Or, courses can skills of language (reading, listening be built around cultural themes such as and speaking). fish preparation, basket weaving and hide Reporting tools in the program allow tanning. Teachers have full control over teachers to track student progress and

A look at the new Language Tutor website.

9 Community Success Story: SECWEPEMCTSÍN LANGUAGE TUTOR LESSONS

According to the 2010 Report on the Status languages and dialects learned to create begins with an explanation of how count- of B.C. First Nations Languages, which was interactive multi-media language lessons ing words can change depending on the published by FPCC, the Secwepemctsín to be delivered in e-course format. characteristics of the items being counted language is severely endangered, with 249 Drawing on Kathy’s experience in (round, pointy, flat, human, etc.). More speakers remaining. However, as with oth- second-language teaching, the group advanced lessons will go into further er First Nations languages in the province, created lessons that teach vocabulary and detail about the subtle and unique traits the desire to keep it alive is strong. At the simple grammar points. Starting with of the language. Kathy has been working Secwepemctsín’s FirstVoices language classroom objects, the lessons cover the closely with the Elders and fluent speakers archive, for example, the progress on basics needed to start using language in her community to assure the accuracy the language to date is clear—there’s an in an authentic way: counting, colours, of the lessons. online dictionary, a phrase book, songs, body parts, animals, food and drinks. Future plans are also being made for a stories, games and a free dictionary app With many audio examples, learners will workshop that will show teachers how the for mobile use. be able to become familiar with the many courses can be used both in the class- Now, the Cultural Educa- phonemes (distinctive sounds of a lan- room and as a supplementary resource tion Society in , B.C. is taking guage) in Secwepemctsín that aren’t for home-use. The courses will also be the delivery of their language lessons to used in English. incorporated into the evening language the next level by using the latest tool from “The Secwepemc people consider classes already being offered at the FirstVoices – the FirstVoices Language the language to be tied to the land and Sk’elep School of Excellence where Tutor. Back in 2013, they hosted a week- acknowledge that within the language, a beginner, intermediate and advanced long Language Tutor workshop with wealth of information about the culture, Secwepemctsín classes are held. FPCC’s FirstVoices trainers Alex Wad- history and ecology of the region exists,” The first set of courses is available sworth and Pauline Edwards. There, Kathy says Kathy. “This traditional viewpoint can online now, and Kathy is eager to get feed- Manuel, Language Coordinator at the Sec- be seen in the lessons we offer, right from back from the community on the lessons. wepemc Cultural Education Society, and the beginner level.” New users can sign up at: several representatives from neighbouring The first counting lesson, for example, tutor.firstvoices.com.

Language Tutor participants: Kathy Manuel, Cody Williams, Alex Wadsworth, Kwimtsxn (background), Lemya7, Ivy Chelsea (seated)

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FirstVoices Coordinator Peter Brand Retires …OR DOES HE?

It was 12 years ago that Peter Brand took a leave of absence from his position as teacher and head of the I.T. department ´ at –LAU,WELN–EW– Tribal School to join forces with the First Peoples’ Cultural Council. The purpose: to develop a web-based language archiving prototype based on the one that he and fellow teacher STOLC/ EL– (John Elliott) had been experimenting with for the tribal school’s SENC´OT–EN language program. The rest, as they say, is history. Today, the comprehensive and ever- expanding suite of online and mobile tools that we know as FirstVoices is a testament to Peter and John’s original vi- sion, as well as to the faith that the FPCC Board entrusted in that vision and the countless hours of hard work by Peter and his many collaborators. Peter Brand with Tracey Herbert, Executive Director of the First Peoples' Cultural Council (left) The FirstVoices archive now hosts 24 of and Lorna Williams, Chair. B.C.’s 34 First Nations languages and 38 of 61 dialects, each with its own diction- couldn’t have been achieved without the territory of the Warumungu people,” says ary, alphabet and corresponding keyboard ongoing support I received—from the Peter. “Teaching those 30 delightful Ab- application. Tens of thousands of words First Peoples’ Board and executive and original children left an indelible mark and phrases are represented in images, also from my wife Penny and sons Josh on me, and perhaps set the course for audio and video recordings, and multiple and Aidan.” my career working with Indigenous lan- online games and mobile apps are avail- “Peter is the life force behind FirstVoic- guage learners.” able for language teachers and learners. es. Without his tireless enthusiasm— As for FirstVoices, the legacy that Peter By combining cutting-edge technologies everything from fundraising to idea started will continue to benefit B.C. com- with more traditional learning methods, generating—FirstVoices would not have munities for years to come. “We have set FirstVoices has truly broken ground in the enjoyed the success it has today,” says a goal of archiving all 34 of B.C.’s First Na- arena of language revitalization. FPCC’s Executive Director Tracey Herbert. tions languages,” says Tracey. “With the Both originator of FirstVoices concept “We will always be grateful for the work language team at FPCC, we will continue and its coordinator for the past 12 years, he began and hope to find creative ways to build on the important work that Peter Peter retired from his position at the First to engage with Peter’s talent in years started more than a decade ago.” Peoples’ Cultural Council in October 2013. to come.” Ever humble, he shares the credit for In fact, Peter’s own lifelong interest in Long-time FPCC staff members Shaylene FirstVoices with the myriad people who and commitment to Indigenous languag- Boechler and Alex Wadsworth will be work- supported and contributed to the initia- es dates back to the early 1970s, when he ing together to deliver continued support tive over the years. “I’ve been fortunate was a young teacher working in Australia’s and training to FirstVoices users. Both Alex to work with an incredible network of Northern Territory. “I had a wonderful and Shaylene have been FirstVoices trainers brilliant minds and willing hands through- opportunity to act as teacher-in-charge and Alex has been the lead programmer on out this journey,” says Peter. “It simply of Banka Banka School in the traditional the project for 10 years.

11 Board and Advisory members gather together for a photo at the 2013 Annual General Meeting in Kelowna.

board of directors 2013/14 advisory committee – – Dr. Lorna Williams chair Terry Badine, ᓀᐦᐃᔭᐍᐏᐣ (Nehiyawewin) () Beverly Azak, Nisgaʼa ʼ Gary Johnston vice-chair Marlene Erickson, Dakelh (ᑕᗸᒡ) Theresa Lowther, Smalgya–x Laura Webb secretary/treasurer Laura Webb, Dane-Zaa (ᑕᓀ ᖚ) Deborah Mack, DiitiidɁaatx. Clifford Atleo Emma Donnessy, Daneza–géʼ Frances Brown, Hailhzaqvla Linda Bristol WILAT Sue Alfred, Nedutʼen / Wetʼsuwetʼen Tʼlalis Mike Willie, Kwakʼwala Dr. Bill Cohen Geraldine Solonas, Tseʼkhene Bernice Touchie, Nuucˇaanʼul~ Marlene Erickson Odelia Dennis, Ta–l ta–n Lena Collins, Oowekyala

Mike Willie Angelina Stump, Tsilhqotʼin YAAHLDAAJII Gary P. Russ, X– aad Kil / X– aaydaa Kil David Stevenson non-voting government representative LäSanMą Sharon Shadow, Tutchone (Southern) (Haida) Kheiyaakw Louise Parker, L ingít Marilyn Harry, Éy7á7juuthem vacant advisory committee positions

Pearl Harris, Hulʼqʼumiʼnumʼ / Halqʼeméylem / (by language group)

e

e h ne ʼqʼ minʼ m Anishnaubemowin STOLC/ EL– John Elliott, SENC´OT–EN / Malchosen / Dene Kʼe Lekwungen / Semiahmoo / TʼSou-ke Ktunaxa

Gary Johnston, Sk–wx–wú7mesh sníchim She shashishalhem

Cʼu?sinek Martha Aspinall, NleɁkepmxcÍn Gitsenimx– Mahuya Dr. Bill Cohen, Nsyilxc ne Ski:xs Advisory Committee members are listed with the language Wanostsʼa7 Dr. Lorna Williams, Stʼátʼimcets Xenaksialakʼala / Xaʼʼislakʼala group they represent (list current as of February 2014). SNXAKILA Clyde M. Tallio, Nuxalk Secwepemctsin

Published by the First Peoples’ Cultural Council We wish to acknowledge the funders whose financial support has 1A Boat Ramp Road, Brentwood Bay, B.C. V8M 1N9, Canada contributed to our success: Ministry of Aboriginal Relations and tel (250)652-5952 fax (250)652-5953 Reconciliation, New Relationship Trust, Department of Canadian website: www.fpcc.ca Heritage, BC Arts Council, Margaret A. Cargill Foundation, First Peoples' Cultural Foundation, Canada Council for the Arts. editor Megan Lappi, [email protected] writers Julie Gordon and Pauline Edwards design PUBLIC

pantone 311- blue firstpantone 4635- brown peoples’ cultural foundation

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