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Appendix A. Kaska Language Goals and Attitude Survey

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Appendix A. Kaska Language Goals and Attitude Survey Encouraging Use of Conversational Kaska in Adult Speakers through Kaska Language Practice Sessions by Whūdzī amá Linda Gloria McDonald M.A., Canadian Studies Carlton University 1992 B.Ed., University of Alberta 1983 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of Linguistics Faculty of Arts and Social Sciences © Whūdzī amá Linda Gloria McDonald 2019 SIMON FRASER UNIVERSITY Spring 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Whūdzī amá Linda Gloria McDonald Degree: Master of Arts Title: Encouraging Use of Conversational Kaska in Adult Speakers through Kaska Language Practice Sessions Examining Committee: Chair: Nancy Hedberg Professor Marianne Ignace Senior Supervisor Professor _________________________ Dr. Patrick Moore Supervisor Associate Professor _________________________ Department of Anthropology University of British Columbia Date Defended/Approved: April 16, 2019 ii Ethics Statement iii Abstract The Kaska language is a critically endangered Athabaskan language spoken in the southeast Yukon and northeastern B.C. Currently, Kaska is no longer being transmitted to younger people and the fluent speakers are generally over 65 years of age. Kaska people are in a language loss crisis and if steps are not taken to stem this steady language decline, the Kaska language will become extinct. Through a series of adult Kaska beginner conversation practice sessions, this project looks at the language attitudes and current challenges adults wanting to learn Kaska are experiencing. In addition, the sessions were taught in the Pelly Banks dialect to interrogate whether the author, a speaker of a different dialect (Lower Liard/Muncho Lake), could learn across dialects. Recommendations about future activities for adults and for community projects are proposed to increase the use of the Kaska language in all domains and through daily use. Keywords: Kaska; language revitalization; language attitudes; healing; L1 silent speakers iv Dedication To my parents, Pete McDonald and Edna Watson McDonald A favorite memory from my childhood is of you speaking to each other in Kaska while we, your children slept in the next room in our small cabin. The sounds of your voices speaking Kaska, along with the sounds of the whistling kettle on the wood stove is a touchstone of love and joy for me. Our language, the Kaska language sheltered and comforted me as a child and does so now as an adult, as I strive to reconnect and know those phrases you and our ancestors spoke. Your unconditional love, and strength as strong Kaska people is without question, the reason I am here today. v Acknowledgements My great-grandfather Stone, Grandmother Whūdzī amá, grandmother Adela Stone Watson for their visions, dreams and sacrifices so our family could be where they are now. To my parents, Pete and Edna McDonald; who raised our family according to their strong Kaska values and wisdom. Auntie Alice, my second mom for always being my teacher and constant in my life. I am forever indebted to dear late elder Auntie Mida Donnessey. Mida will always be my role model and teacher. I will continue to share her stories and teachings, to the best of my abilities. Elder Leda Jules who has always been supportive of me on my language journey. She never tires of me asking repeated questions on pronunciation or meanings of words. Ann Maje – Raider, Director of Liard Aboriginal Women’s Society who has not only been a great support, but she shines a light of leadership and compassion for our whole community. Pat Moore, his years of friendship and professional guidance. Pat encouraged my academic pursuits and is endlessly patient with my repetitive questions about Kaska grammar and spelling. As well I want to thank Pat and his partner Jennifer Kramer for welcoming me into their home during my time at SFU, and providing me with a place to stay. Marianne Ignace, who suggested I apply to the SFU Masters program, The Linguistics of a First Nations Language, when I mentioned to her over a supper in Dawson City, Yukon, how I was looking for a program to further my language skills. Marianne has been very supportive of me throughout the program. Barb Meek who from when she first arrived to work with us, tried to include me in her work in Watson Lake even though I did not think this was my “bailey wick”. I had an interest in her studies, but I felt it was so far from my strengths or abilities. Barb has vi been encouraging all the way along my own language revitalization path and has included me as a colleague in conferences and talks and has supported me through this journey of my Masters work at SFU. Martina Volfova has been a friend from the moment we met, and has offered her knowledge and advice on Kaska spelling, grammar and how to work my laptop. No question is too much for her. She has become part of my family as she came and worked with us in Watson Lake. Her love for my Auntie Alice will always be a comfort to me and I will be forever indebted to her for her support of my Auntie Alice in the last months of her life. As well, Martina’s tireless work ethic and her unwavering support of all our community must be acknowledged and commended. Martina has breathed a breath of life into our language revitalization efforts and we are all so grateful. Devin Brodhagen, Auntie Alice’s grandson and my mentee? Your strength and love of our language and your determination to learn is awe-inspiring. Your support and assistance during the Kaska adult conversation sessions as well as your assistance at school with my students, has been invaluable. You are a strong role model in our community and your character and strength is a shining light for all of us. Roger, for your encouragement, and support at the eleventh hour and for giving me a wonderful place to work. To the participants in the eight-week practice sessions, Margaret, Emma, Sia, Debbie, Hoda, Vanessa, Roxi, Elizabeth, Cathy, Devin, Daniel, Janet and to the others who dropped by occasionally. Elder Hammond Dick who provided immeasurable support and guidance for our Kaska Language practice sessions and was critical to the success of this project. Soga senlá, se gudīé. To my colleagues in my cohort for the Simon Fraser University program, Linguistics of a First Nation Language, I hold my hands up to all of you as we have witnessed and supported each other in this journey. In particular, Cheyenne Cunningham vii and Lisa Lang, your love and support got me through many times when I was not sure I could do this. To se dadé, Janet, shōwé senlá for your love and support. To my son Zuneza Cove, a Kaska old soul who often times is more like my father than my son. Thank you for picking me to be your mom. Your love and wisdom keep me going. viii Table of Contents Approval ............................................................................................................................. ii Ethics Statement................................................................................................................. iii Abstract .............................................................................................................................. iv Dedication ........................................................................................................................... v Acknowledgements ............................................................................................................ vi Table of Contents ............................................................................................................... ix Opening Image .................................................................................................................... x Chapter 1. Introduction ................................................................................................. 1 Chapter 2. Background ................................................................................................. 6 2.1. History of Kaska Language Documentation and Watson Lake School Programs ... 8 Chapter 3. My Positioning ........................................................................................... 14 Chapter 4. Literature Review ..................................................................................... 22 4.1. What is language revitalization? ............................................................................. 22 4.2. Why save First Nation Languages? ........................................................................ 28 4.3. Language decline and loss, how it got to be this way? ........................................... 29 4.4. Intergenerational transmission ................................................................................ 31 4.5. Trauma and Healing................................................................................................ 32 4.6. Language Attitudes ................................................................................................. 34 4.7. Language and Identity ............................................................................................ 35 Chapter 5. Methodology .............................................................................................. 37 5.1. Practice Sessions Procedures and Methods ............................................................ 40 Chapter 6. Results .......................................................................................................
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