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Nim-Bii-Go-Nini Ojibwe Language Ii NIM-BI I -GO-NINI OJIBWE LANGUAGE REVITALIZATION STRATEGY: FAMILIES LEARNING OUR LANGUAGE AT HOME by Rawnda Abraham A Thesis Submitted in partial fulfillment of the requirements for the degree of Master of Education FACULTY OF EDUCATION LAKEHEAD UNIVERSITY THUNDER BAY, ONTARIO May 2010 © Rawnda Abraham Nim-bii-go-nini Ojibwe Language ii Dedication For Mom and Dad Mr. Lester Louis ³3RGRQ´%RXFKDUG and 0UV/RUQD³3RGRn-.ZH´%RXFKDUG, B.A., B.Ed., S.E.R.T. Nim-bii-go-nini Ojibwe Language iii Abstract The Nim-bii-go-nini Ojibwe Language Revitalization Strategy is a grassroots approach to language learning that has been in collaborative development and implementation with members of my family since December 2008. Nim-bii-go-nini is two words: Nim-bii-go, more commonly pronounced Nipigon, and Nini, meaning people. We are Lake Nipigon Ojibwe people. This study is one response to some of the negative intergenerational impacts that the Residential Schools have on Aboriginal youth and their families, particularly loss of language and loss of culture. This revitalization strategy is an Eight Cycle Process that includes Basic and Assessment Processes that aid in the organization and development of our language learning plan. Situated within a combined feminist and Indigenous theoretical framework, the study took a participatory action approach wherein I observed and documented P\IDPLO\¶Vongoing efforts to generate momentum for the revitalization of the Nim-bii-go-nini Ojibwe language. A phenomenological interview approach helped me gain insight into the impacts of Nim-bii-go-nini Ojibwe language acquisition. In particular, this study describes how my family has needed to renew our familial relationships and rebuild our cultural foundation so that intergenerational knowledge sharing can fully occur; without this renewal and rebuilding, the initial stages of the revitalization of our language could not have taken place. This study demonstrates more than a reversal of the colonizing homogenization of the Western education imposed on us, it is an example of a grassroots effort to rebuild the frayed social fabric of our Indigenous societies through families coming together to learn their language. Nim-bii-go-nini Ojibwe Language iv Acknowledgements I offer my heartfelt thanks to each of the following people, all of whom played a role in helping me to complete this thesis. To my daughter, Demi, for your hugs and kisses of encouragement, just when I needed it most. To my son, Denzell, I will always remember you. To my son, Dalton, for telling me you believe LQPHDWDWLPHZKHQ,GLGQ¶W To my son, Dwight, for being my inspiration. To my partner, Wendell, for your strength, love, aQGVXSSRUW2YHUWKH\HDUVZH¶Ue still managing to balance who we are as a couple with who we are as individuals. To Mom and Dad, for giving us the best that you have to give. To my brothers and sisters, and their partners and children, Melanie Tibishkogojig and Randy Tibishkogijig, Maigan Cheesequay and Cory Anderson, Dawnis Bouchard and Douglas Sinoway Jr., Lester Bouchard Jr., Louis Bouchard Jr. and Katherine Kwandibens, Randi Bouchard, Rosanna Bouchard and our Bebe, Cheri Bouchard. I know that when push comes to shove, we ZLOODOZD\VKDYHHDFKRWKHU¶VEDFN,ORYH\RXDOO To Lori Chambers, for your unconditional and unwavering support in being my friend. Our shared experience makes us one step closer to tea and bannock. To Connie Russell, for your timely assistance, \RXU³SRP-SRPV´RIencouragement, and most of all, for our authentic conversations. To Dennis McPherson, for your truth, your philosophy, and for your courage in not putting up ZLWKWKH³EXOOVKLW´ You remain a respected role model for many. To Jon Reyhner, for helping me to connect with Indigenous language revitalization on an international level. I am inspired and encouraged by this community of language workers and aspire to add my voice to theirs in this revitalization song. To our Grandmothers and Grandfathers, for your love, strength, and guidance through it all. My message: Treat each other with respect. Be especially good to the ones you consider weaker or less powerful than yourself; you never know who they will become. Nya:weh, Meegwetch Nim-bii-go-nini Ojibwe Language v Table of Contents Dedication ................................................................................................................................. ii Abstract ................................................................................................................................... iii Acknowledgements .................................................................................................................. iv List of Figures.......................................................................................................................... vi Chapter 1: Introduction ............................................................................................................1 Personal Background .............................................................................................................2 Significance of Research ........................................................................................................4 Chapter 2: Literature Review ...................................................................................................9 Language ................................................................................................................................9 Language Stabilization ......................................................................................................... 15 Benefits of Language ............................................................................................................ 18 Role of Technology ............................................................................................................... 21 Chapter 3: Methodology and Method .................................................................................... 24 Indigenous Methodologies .................................................................................................... 24 Participants ........................................................................................................................... 29 Phenomenology Interview Approach .................................................................................... 31 Interview Assessment & Parent Talking Circle ................................................................. 34 Chapter 4 ± Findings and Discussion ..................................................................................... 37 Language Revitalization Basics ............................................................................................ 37 Estimated Timeframe ............................................................................................................ 41 Basic Process .................................................................................................................... 41 Assessment Process ........................................................................................................... 46 Eight Cycle Process ........................................................................................................... 49 Actual Timeframe ................................................................................................................. 54 Basic Process .................................................................................................................... 54 Assessment Process ........................................................................................................... 59 Interview Assessment ........................................................................................................ 65 Analysis of Weaknesses and Strengths ................................................................................. 73 Language Learning ........................................................................................................... 73 Family Relationships......................................................................................................... 79 Chapter 5: Conclusion ............................................................................................................ 84 References................................................................................................................................ 89 Nim-bii-go-nini Ojibwe Language vi List of Figures Figure 1: Savagery to "Civilization" from Grinde & Johansen (1990); Landsman (1992) .......... 27 Figure 2: Basic Process ............................................................................................................. 42 Figure 3: Assessment Process .................................................................................................... 47 Figure 4: Eight Cycle Process.................................................................................................... 51 Figure 5: Estimated Timeframe ................................................................................................. 52 Figure 6: Actual Timeframe ...................................................................................................... 53 Figure 7: Nine Week Language Learning Plan .......................................................................... 57 Figure 8: Bingo Themes ............................................................................................................ 58 Figure 9: Footsteps Chart - Ages 0-6 ........................................................................................
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