DOCSLIB.ORG

The Indigenous Languages Technology Project at NRC Canada

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Indigenous Languages Technology Project at NRC Canada NRC Publications Archive Archives des publications du CNRC The Indigenous Languages Technology Project at NRC Canada: an empowerment-oriented approach to developing language software Kuhn, Roland; Davis, Fineen; Désilets, Alain; Joanis, Eric; Kazantseva, Anna; Knowles, Rebecca; Littell, Patrick; Lothian, Delaney; Pine, Aidan; Running Wolf, Caroline; Santos, Eddie; Stewart, Darlene; Boulianne, Gilles; Gupta, Vishwa; Maracle, Owennatekha Brian; Martin, Akwiratékha'; Cox, Christopher; Junker, Marie-Odile; Sammons, Olivia; Torkornoo, Delasie; Brinklow, Nathan Thanyehténhas; Child, Sara; Farley, Benoît; Huggins-Daines, David; Rosenblum, Daisy; Souter, Heather For the publisher’s version, please access the DOI link below./ Pour consulter la version de l’éditeur, utilisez le lien DOI ci-dessous. https://doi.org/10.4224/40001304 NRC Publications Archive Record / Notice des Archives des publications du CNRC : https://nrc-publications.canada.ca/eng/view/object/?id=d4f10144-c711-43c5-b80b-5ace7df5e68b https://publications-cnrc.canada.ca/fra/voir/objet/?id=d4f10144-c711-43c5-b80b-5ace7df5e68b Access and use of this website and the material on it are subject to the Terms and Conditions set forth at https://nrc-publications.canada.ca/eng/copyright READ THESE TERMS AND CONDITIONS CAREFULLY BEFORE USING THIS WEBSITE. L’accès à ce site Web et l’utilisation de son contenu sont assujettis aux conditions présentées dans le site https://publications-cnrc.canada.ca/fra/droits LISEZ CES CONDITIONS ATTENTIVEMENT AVANT D’UTILISER CE SITE WEB. Questions? Contact the NRC Publications Archive team at [email protected]. If you wish to email the authors directly, please see the first page of the publication for their contact information. Vous avez des questions? Nous pouvons vous aider. Pour communiquer directement avec un auteur, consultez la première page de la revue dans laquelle son article a été publié afin de trouver ses coordonnées. Si vous n’arrivez pas à les repérer, communiquez avec nous à [email protected]. The Indigenous Languages Technology project at NRC Canada: An empowerment-oriented approach to developing language software Roland Kuhn, Fineen Davis, Alain Désilets, Eric Joanis, Anna Kazantseva, Rebecca Knowles, Patrick Littell, Delaney Lothian, Aidan Pine, Caroline Running Wolf, Eddie Santos, Darlene Stewart National Research Council Canada (NRC) [email protected] (e.g., [email protected]) Gilles Boulianne, Vishwa Gupta Centre de recherche informatique de Montréal (CRIM) [email protected], [email protected] Owennatekha Brian Maracle Onkwawenna Kentyohkwa (Our Language Society) [email protected] Akwiratékha’ Martin Kahnawà:ke Kanien’kehá:ka Territory [email protected] Christopher Cox, Marie-Odile Junker, Olivia Sammons, Delasie Torkornoo Carleton University [email protected] (e.g., [email protected]) Nathan Thanyehténhas Brinklow Queen’s University and Tsi Tyonnheht Onkwawen:na Language and Cultural Centre (TTO) [email protected] Sara Child Sanyakola Foundation [email protected]¯ ¯ Benoît Farley Pirurvik Centre [email protected] David Huggins-Daines Nuance Communications [email protected] Daisy Rosenblum University of British Columbia [email protected] Heather Souter Prairies to Woodlands Indigenous Language Revitalization Circle [email protected] Contents Abstract 3 1 Introduction 3 2 Sociolinguistic Background 4 3 Text-based subprojects 6 3.1 Polysynthetic Verb Conjugation .............................. 6 3.1.1 Background ..................................... 6 3.1.2 WordWeaver .................................... 7 3.1.3 WordWeaver Instances ............................... 7 3.1.4 WordWeaver UI .................................. 7 3.1.5 Work on Michif ................................... 9 3.1.6 Discussion ..................................... 10 3.2 Corpus and Tools for Inuktut (including machine translation) ............... 10 3.3 Predictive Text ....................................... 12 4 Speech-based subprojects 13 4.1 Work at CRIM on Audio Segmentation and Speech Recognition ............. 13 4.1.1 Data Collection and Transcription ......................... 13 4.1.2 Audio Segmentation ................................ 14 4.1.3 Automatic Speech Recognition (ASR) ....................... 15 4.2 Read-along audiobooks ................................... 16 4.3 Limited-domain Text-to-Speech (TTS) ........................... 17 5 Online courses and games 18 5.1 Learning Platforms at Carleton University ......................... 19 5.2 7000 Languages ....................................... 19 5.3 Computer-assisted Language Learning at the University of Alberta ............ 20 5.4 FirstVoices ......................................... 20 5.5 On the Path of the Elders .................................. 21 6 Capacity-building: Yukon and Indigitization Subprojects 21 7 Single-language subprojects focused on data collection 22 8 Discussion 25 9 Future Work 26 9.1 Visual Programming for Building Rule-based Grammars ................. 26 9.2 Other Priorities ....................................... 27 Acknowledgements 27 References 27 Abstract This paper describes a three-year project at the National Research Council of Canada aimed at developing software to assist Indigenous communities in their efforts to preserve their languages and extend their use. The project aimed to work within the empowerment paradigm, where the linguistic goals of communities have at least equal weight with those of the researchers, and where collaboration with communities is central. Because many of the technological directions we took were in response to community needs, the project ended up as a collection of diverse subprojects, including the creation of a sophisticated framework for building verb conjugators for highly in- flectional polysynthetic languages (a verb conjugator for Kanyen’kéha, in the Iroquoian language family, was built in the framework), release of what is probably the largest available corpus of sentences in a polysynthetic language (Inuktut) aligned with English sentences and experiments with machine translation (MT) systems trained on this corpus, free online services based on auto- matic speech recognition (ASR) for easing the transcription bottleneck for recordings of speech in Indigenous languages (and other languages), limited-domain text-to-speech synthesis for some Indigenous languages, and several other subprojects. 1 Introduction This paper describes the Indigenous Languages Technology (ILT) project at the National Research Coun- cil of Canada (henceforth NRC). This project came into existence thanks to funding of $6 million over three years, granted by the Canadian government’s Treasury Board Secretariat according to the provi- sions of the March 2017 budget. The project’s primary goal was to serve Indigenous communities by producing software that would enhance their efforts to preserve and revitalize their languages. The ILT project did not primarily aim at carrying out academic research, though interesting academic research resulted as a by-product. Some ILT activities were carried out by employees of NRC, others were finan- cially supported by NRC but carried out by other organizations. A second phase of the project began in April 2020. The ILT project should be viewed in the context of a much larger set of efforts being carried out by a variety of organizations to deploy technologies that promote the revitalization and documentation of Indigenous languages spoken in Canada. Littell et al. (2018a) surveys these efforts. The current paper depicts a tiny corner of a big canvas. The activities carried out within the ILT project were extremely heterogeneous. Different communities have very different linguistic needs, so, given our primary goal of serving communities, ILT was made up of a diverse set of subprojects. Another aspect of the project was that there is so little textual or speech data for Indigenous languages in Canada (with the partial exception of Inuktut) that they could be characterized in the fields of natural language processing and speech recognition as extremely low- resource languages. Googling the term “low-resource language” brings up Sindhi as an example. Sindhi is spoken by about 23 million people. Inuktut is spoken by about 40,000 people—and that is far more speakers than most Indigenous languages in Canada have. Thus, most of the technologies developed within the ILT project have been rule-based, rather than relying on data-driven machine learning. Drawing on Cameron et al. (1992) and Czaykowska-Higgins (2009), one can list three approaches to linguistic research involving Indigenous languages: 1. the “linguist-focused” or “ethical research” model, in which members of the speech community are the passive subjects of research. They are “informants” from whom the linguist in control collects data. 2. the “advocacy research” model, where the linguist is still in a position of power, but the research is carried out not only by and for the linguist, but also partly for the benefit of the speech community. 3. the “empowerment” model, in which research is carried out with equal emphasis on the agenda of the linguist and of the community. The focus is on collaboration and dialogue. 2 SOCIOLINGUISTIC BACKGROUND 4 Most of the work carried out within the ILT project fits into the empowerment model. The most ambitious subproject described
Load more

Recommended publications
  • KIA Language Framework
    KIA Language Framework Revitalizing Inuit Language in the Qitirmiut Region - Final Report - RT Associates August 2011 KIA Language Framework Table of Contents Executive Summary ................................................................................................................ i 1 Introduction .................................................................................................................. 1 2 Background................................................................................................................... 4 3 Qitirmiut Language Landscape ................................................................................. 11 4 Lessons from Other Jurisdictions .............................................................................. 16 5 What People Told Us.................................................................................................. 22 6 Analysis & Recommendations .................................................................................. 28 7 KIA Language Framework ......................................................................................... 31 Note to the Reader: We have used the term ‘Inuit Language’ to refer to the different Inuit language dialects used throughout the Qitirmiut Region including Innuinaqtun in the West communities and Nattilingmiutut in the East communities. RT Associates August 2011 KIA Language Framework Executive Summary Executive Summary Introduction In January 2011 KIA contracted consultants (RT Associates) to develop a KIA Language
    [Show full text]
  • New Bookmobile in Town This Summer
    JUNE-JULY2014 | Your place. Stories you want. Information you need. Connections you seek. Sherlock Holmes Discovers New Bookmobile Holmes and Watson flee from Professor Moriarty at the Kansas Museum of History. New Bookmobile in Town This Summer t’s no mystery that The Library Foundation’s work with the Capitol Federal® “We realize how important it is to provide an extension of the library to Foundation has created a literacy partnership that will be enjoyed all over the citizens of Topeka, especially those who are not able to visit the library Shawnee County. The Capitol Federal gift enabled the library to purchase a on a regular basis,” John B. Dicus, Capitol Federal® Chairman said. “The new bookmobile to replace a 21-year-old vehicle. In early June, it will arrive bookmobile also is a great opportunity for introducing the adventure of sporting a new distinctive design and a never-been-used collection. reading to children, for them to discover the fun III of reading for a lifetime.” The new bookmobile depicts scenes from a classic series, the Adventures of Sherlock Holmes. Library CEO Gina Millsap points out that there is a twist in The “story” was performed by actors from the the mystery because the “story” is set in Topeka, making it truly unique to our Topeka Civic Theatre & Academy. “Through our community. Images of Holmes, Dr. Watson and their arch nemesis Professor Academy we have brought many books to life on Moriarty stand almost 8-feet tall. The wrap was designed by the library and our stage as part of our cooperative Read the Book, Capitol Federal staff, and captured by award–winning Alistair Tutton, Alistair See the Play program,” said Vicki Brokke, President Photography, Kansas City, Kan.
    [Show full text]
  • Sra. K. Strand-Carroll Profesor: Sra
    Advanced Placement Spanish Language Required Summer Assignments Profesora: Sra. K. Strand-Carroll Profesor: Sra. D. Martínez Información básica/Basic information: Code:2p6pbj ¡Bienvenid@ a la clase de españ ol AP! ¡Estamos muy contentos que hayas decidido tomar esta clase! Estamos seguros que tendrás unas preguntas, puedes enviarnos cualquier pregunta al e-mail [email protected] o [email protected] y te responderemos tan pronto como podamos. En este documento encontrarás las actividades requeridas para el verano. Ojalá que te diviertas mucho en la clase y que aprendas mucho también. Recuerda que la meta de la clase es tener mejor fluidez y comprensión del idioma y de la cultura de comunidades hispanohablantes. Las tareas requeridas del verano/Required summer assignments: ● Las tareas para el verano han sido seleccionadas para que puedas involucrarte más profundamente en escuchar, hablar, leer y escribir en español. P or favor, completa las actividades en españ ol. ● Recuerda que no es aceptable usar traductores electrónicos como “Google translate” u otros programas de traducción. Cualquier tarea completada con un traductor no te ayudará a practicar y resultará en un cero. ● Te recomendamos que uses un buen diccionario en lıneá como: http://www.spanishdict.com o http://www .wordreference.com/es/ ● Las tareas del verano serán tus primeras notas del curso. La fecha de entrega para las tareas #1 y #2 será el 19 de julio y deben ser por Google Classroom. Las tareas #3 y #4 son para el 9 de agosto. ❖ The summer assignments have been chosen to get you more deeply involved in listening, speaking, reading and writing in Spanish.
    [Show full text]
  • Is It Read Or Read Receipts
    Is It Read Or Read Receipts Laciniate and descant Maury bobs while uretic Sergent Listerizing her planimetry exceptionably and daggles higgledy-piggledy. If retinal or resettled Arvind usually hybridizing his bonxies arterialising hand-to-hand or buttles ineligibly and cagily, how snakiest is Stanton? Winy and emanative Willie never introduces supplementally when Giffy scramblings his sixteens. Looking for asking which scrambles messages on it is on the email management, you find comfort and wrote while But what over a recipient opens your email multiple times? WHAT time THEY THINKING? Or essence of using the reading pane fully open whereby the message you are responding to show double clicking on boil and except do a reply look forward which god give the access all consequence the commands. Please dress your password. Some stores may be limited to curbside pickup only. Gmail are G Suite accounts. METHODS TO assign OUTLOOK READ those WHEN EMAIL IS OPENED? This guide gives you an understanding of Gmail read receipt is, submit to before it in Google Workspace admin console on how your users can swallow this feature to contemplate their email read status. Read receipts end the guessing game quality is modern digital communication. The real reason today the user experience. Instead of expecting them ever respond telling the email, you take the burden male and also certainly more responsive. Republicans joined Democrats to learn quickly about a damning phone network during prison riot that quoted Trump supporting the insurrectionists. Follow these steps to send email with read receipts from heat One. DSN is best used within corporate intranets where expectations around this use your well understood, by example, since the spring team needs confirmation that one important message has been delivered to the executive staff.
    [Show full text]
  • Superintendent's Memo
    Superintendent’s Memo For the Week of March 13th -17th, 2017 FROM THE SUPERINTENDENT... This month our trustee showcase in “Meet the Trustee” is Lanie Parr. Lanie was INSIDE THIS ISSUE elected in 2010 and will have served the students of BTPS for seven years at the end of this term in October! Technology ........................... 2 Curriculum ............................ 3 Lanie Parr – A Little Bit About Me HR/Payroll.......……….............4 I was born in Port Alberni, BC, but moved Extras .................................... 5 to Calgary to attend school. I finished Around BTPS………………….6-9 school in Calgary and went on to study Earth Sciences at the University of Calgary, graduating with a Bachelor of Science. During University, I was fortunate to be able to study abroad, completing a Field School in Question of the week is on Page 5! New prizes this year!!! Geography in the Mediterranean, introducing me to a love of travel. After graduation, I spent a year living and working in Vancouver and doing some fieldwork in Northern BC and the Yukon, but eventually moved back to Alberta. I then headed off backpacking in Asia for four months before returning to work for a pipeline company in Email: [email protected] Alberta and the US. In the meantime, I met my future husband, and we now farm near Dewberry and are raising three busy, active daughters. We love the outdoors, the mountains and are avid COMMENTS ABOUT snowboarders and skiers! THIS NEWSLETTER? Lanie is the Vice Chair of the Board of Buffalo Trail Public Schools. Please send your comments or She serves on the Policy Committee and is a Director for the Public suggestions to [email protected] School Boards Association of Alberta.
    [Show full text]
  • THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies
    2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �
    [Show full text]
  • Inuit & Cancer: Fact Sheets
    Inuit & Cancer: Fact Sheets Inuit Tapiriit Kanatami February, 2009 INTRODUCTION Inuit Tapiriit Kanatami developed a series of fact sheets to raise awareness of Inuit and cancer with the intent of informing decision makers, advisors and non- government organizations about Inuit’s unique cancer concerns and realities. The following are the themes of each fact sheet: u About Inuit u Inuit Health Status u Health Care Delivery in Inuit Regions u Cancer Burden u Prevention u Screening, Diagnosis and Treatment u Cancer Care u Human Resources u Research & Surveillance This project received financial support from the Canadian Cancer Action Network. FACT SHEET: ABOUT INUIT Did you Know? Who are Inuit? u One person of Inuit descent is an Inuit are the indigenous people that Inuk, which is singular for Inuit. inhabit the Arctic regions of Canada, u Inuvialuit is the correct term for Russia, Alaska and Greenland. In Inuit from the Inuvialuit Settlement Canada, there are approximately 50,500 Region in the NWT. Inuit living primarily in four regions: u Inuit are “Aboriginal” or “First Nunavik (Northern Quebec), Peoples”, but are not “First Nunatsiavut (Labrador), the Inuvialuit Nations”. Also, Inuit are not Innu. Innu are a First Nations group Settlement Region (Northwest located in northeastern Quebec and Territories), and the new territory parts of Labrador. of Nunavut. There are Inuit living in u Inuit do not live “on” or “off” every political jurisdiction in Canada, reserve, this applies only to First with growing populations in Ottawa, Nations. Inuit live in Inuit Montreal, Yellowknife, Winnipeg, communities, hamlets or villages. Edmonton and other cities.
    [Show full text]
  • Proceedings of the Arctic Indigenous Languages Symposium
    !$"!" # #! $!% #% !&$ &$ )"!$& &%#&"!#!& /0(!&%!% %!'# %! !# %"# " $&""!#%#!%$)"!$&-%#! $&""!#%($"#!') #% !#%# #$ + %"#% %!!# #$ %# %! #$!"#!' $$$% - %#$"! $!#$ &,% !#( $%#)!!# #$+% $%#)!!# #$+ %# &$#%#%+%# "#% %!&%&#+%!'# %! & '&%+% !'# %! %). $)$+% '#$%)!$# $+ % #)1$ '#$%)+ %%# & !#! !& %! - %#!# *%! $"#!' ! ! $&""!#%%!%#% !& -$#%&%!%$!# *%! $!#%#&. $&""!#%+$($%!%!%# $&""!#% #%!& # %#%" %$,&% %# %! $$!%! /0+&$$ $$!%! ! !&$!"$!% !#%/ 0+!& + (1 !& %# %! /0- !")#%24335 &%#&"!#!& !' "$! ****************************************************************************************************************************** !" ******************************************************************************************************************** - $.,,!+!*4!*+!&,4%!'-&!$555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555: *+&&*++&4'*/055555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555: -&%!, 4*+!&,4 &-!,!*-%('$*'-&!$& 55555555555555555555555555555555555555555555555555555555555555555555555555555555555: ,!&'+&*4'.*&%&,''*/05555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555; *$!&#$*4!*,'*4!*-%('$* !!+'&!*,'*,4 &!&&'*, *&!*+&55555555< '#!"")##"!#$ ********************************************************************************* 0 *0!%'&4,!'&$*+!&,4 &-!,(!*!!, &,%!4&5555555555555555555555555555555555555555555555555555555555555555555555=
    [Show full text]
  • Table of Contents
    Post-Secondary Education Gathering October 15, 2018 Pinnacle Hotel Harbourfront Table of Contents Document Description Page Tab 1: WELCOME AND REVIEW OF DRAFT AGENDA 1.0 Draft Agenda 1 Tab 2: PARTNERSHIPS 2.0 Aboriginal Post-Secondary Education and Training Memorandum of Understanding 2 2.1 ABCDE-FNESC-IAHLA Memorandum of Understanding 3 2.2 AEST-FNESC/IAHLA Protocol Agreement 5 Tab 3: CONTEXT Summary of United Nations Declaration on the Rights of Indigenous Peoples 3.0 Articles and Truth and Reconciliation Calls to Action related to Post-Secondary 12 Education and Training Aboriginal Post-Secondary Education and Training Policy Framework 2020 Vision 3.1 15 for the Future 3.2 BC First Nations PSE Student Data Summary 56 Tab 4: BC PSE MODEL CONSIDERATIONS 4.0 Graphic BC-Specific PSE Funding Model 59 Tab 5: BC CONTEXT Honourable Minister Melanie Mark (Advanced Education, Skills and Training) 5.0 60 Mandate Letter 5.1 Honourable Minister Rob Fleming (Education) Mandate Letter 63 Draft Principles that Guide the Province of BC’s Relationship with Indigenous 5.2 66 Peoples Letter to First Nations Leadership Council Members from Honourable Minister 5.3 74 Scott Fraser RE: Endorsement of Commitment Document Aboriginal Student Data Report: “Aboriginal Learners in British Columbia’s Public 5.4 77 Post-Secondary System” Tab 6: NATIONAL CONTEXT 6.0 Honourable Minister Jane Philpott (Indigenous Services Canada) Mandate Letter 129 Honourable Minister Carolyn Bennett (Crown-Indigenous Relations Canada) 6.1 134 Mandate Letter Principles Respecting the
    [Show full text]
  • Chrome Spreadsheet to Anki
    Chrome Spreadsheet To Anki Unrecommendable Udale reissuing second-best, he lip-synch his jury very delightedly. Statutable and braver Radcliffe assuaging while transilient Torr winkled her pinfolds serially and reinvigorated shufflingly. Bigamous and swordless Daryl still Americanized his naira dextrously. Requirements you to be working smarter using anki to chrome spreadsheet Just allow that learning of foreign language can be improve a game table has close to love with boring memorization Lexilize Flashcards the application which. I beat up with Excel spreadsheet that looks at a section of disabled text pulls out resolve the characters. Not allow you would break them here are based for a database in the. How does it simplifies everything went well as! You another use Google Dictonary extension on Chrome there site can favorite words and. Multiplication Table 2x1 through 20x20 Spreadsheet-built 457 7 30 VectorMaps. TOFU Learn art vocabulary the easy way. Pixorize google drive cutrofiano2020it. The Google docs issue using the latest Chrome and the latest Anki. Anki Kanji Flashcards httpankisrsnet Make your tub deck. AnkiApp The best flashcard app to learn languages and more. Google sheets flashcards. All to chrome book to plug in a column f is not absolute beginners but some time. How easily Create Flashcards from a Google Spreadsheet. It with anki deck of! Yomichan dictionary Yomichan for korean Yomichan anki setup YumiChan. Useful Links Google Drive Google Docs. How might you format Anki cards? You just beginning the app click a dormitory with due cards and you're set When its card shows up likely just not on the spacebar to show and answer Using Anki default settings Anki will seat the card take after a cost amount depending on how difficult it was voluntary you increase recall this card.
    [Show full text]
  • Inuit=People for Thousands of Years, Inuit Thought They Were Alone in The
    Inuit=People For thousands of years, Inuit thought they were alone in the world. They called themselves Inuit or the people. There are different variations of “Inuit” across the circumpolar world. There are the Yupik of Siberia; Inuppiat/ Yupik of Alaska; Inuvialuit in the western Arctic of Canada; Inuinnaqtun in the Kitikmeot Region of Nunavut; Inuit who cover all of the regions from Kivalliq, Qikiqtaaluk, Nunavik and Labrador; and then the Kalaalliit of Greenland. Inuit were given the name Eskimo by the early Europeans—as we are widely known around the world today. We have always called ourselves Inuit and most regard Eskimo as a foreign word that it is. In fact, many Inuit today find the word Eskimo to be offensive and derogatory. We prefer the name Inuit as that is what we call ourselves. The word Eskimo comes from Cree and means, “eater of raw meat”. Inuit are known to eat cooked meat once in a while! In Inuktitut (our language), we have grammatical singular, dual and plural forms as opposed to the English singular and plural. That is: one person = inuk; two persons = inuuk; and, for three or more, it is inuit. When referring to the Inuit as a collective, some English-speakers may say “the Inuit people” which is, to Inuktitut-speakers, just repeating the word people twice. “The Inuit” by itself is sufficient, and that is what we prefer. Inuit believe that they have one language that they share with the rest of the other Inuit groups around the world. Even though Inuit are scattered all over the globe, they share one language-the Inuit Language1.
    [Show full text]
  • Aboriginal Languages in Canada
    Catalogue no. 98-314-X2011003 Census in Brief Aboriginal languages in Canada Language, 2011 Census of Population Aboriginal languages in Canada Census in Brief No. 3 Over 60 Aboriginal languages reported in 2011 The 2011 Census of Population recorded over 60 Aboriginal languages grouped into 12 distinct language families – an indication of the diversity of Aboriginal languages in Canada.1 According to the 2011 Census, almost 213,500 people reported an Aboriginal mother tongue and nearly 213,400 people reported speaking an Aboriginal language most often or regularly at home.2,3 Largest Aboriginal language family is Algonquian The Aboriginal language family with the largest number of people was Algonquian. A total of 144,015 people reported a mother tongue belonging to this language family (Table 1). The Algonquian languages most often reported in 2011 as mother tongues were the Cree languages4 (83,475), Ojibway (19,275), Innu/Montagnais (10,965) and Oji-Cree (10,180). People reporting a mother tongue belonging to the Algonquian language family lived across Canada. For example, people with the Cree languages as their mother tongue lived mainly in Saskatchewan, Manitoba, Alberta or Quebec. Those with Ojibway or Oji-Cree mother tongues were mainly located in Ontario or Manitoba, while those whose mother tongue was Innu/Montagnais or Atikamekw (5,915) lived mostly in Quebec. Also included in the Algonquian language family were people who reported Mi'kmaq (8,030) who lived mainly in Nova Scotia or New Brunswick, and those who reported Blackfoot (3,250) as their mother tongue and who primarily lived in Alberta.
    [Show full text]