DOCSLIB.ORG

The Experience of Northern Secwepeme Losing and Relearning Their Language

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Experience of Northern Secwepeme Losing and Relearning Their Language The Experience Of Northern Secwepeme Losing And Relearning Their Language Amy Sandy BSW, University of Regina, 1994 Thesis Submitted In Partial Fulfillment Of The Requirements For The Degree Of Master Of Social Work The University Of Northern British Columbia November 2005 Amy Sandy, 2005 Library and Bibliothèque et 1^1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-28368-4 Our file Notre référence ISBN: 978-0-494-28368-4 NOTICE: AVIS: The author has granted a non­ L'auteur a accordé une licence non exclusive exclusive license allowing Library permettant à la Bibliothèque et Archives and Archives Canada to reproduce,Canada de reproduire, publier, archiver, publish, archive, preserve, conserve,sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l'Internet, prêter, telecommunication or on the Internet,distribuer et vendre des thèses partout dans loan, distribute and sell theses le monde, à des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, électronique commercial purposes, in microform,et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriété du droit d'auteur ownership and moral rights in et des droits moraux qui protège cette thèse. this thesis. Neither the thesis Ni la thèse ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent être imprimés ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformément à la loi canadienne Privacy Act some supporting sur la protection de la vie privée, forms may have been removed quelques formulaires secondaires from this thesis. ont été enlevés de cette thèse. While these forms may be includedBien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada Abstract By 1991, the Northern Secwepeme had lost approximately 80% of their capacity to speak their language,Secwpemctsm. For 110 years, the Canadian government successfully silenced Secwepemctsin in the community of T ’exelc hy instilling feelings of shame and fear for speaking Secwepemctsin at the St. Joseph’s Mission and Sugar Cane Indian Day School. This study used a qualitative exploratory and descriptive research approach to capture the experience of the Northern Secwepeme, specifically, the St’exelcemc in losing their language, how those experiences affect the process of relearning the language, and specific strategies for relearning the language. Three research questions guided the process. I interviewed four St’exelcemc, Group 1 (63 and 65 years of age) and Group 2 (47 and 52 years of age) who experienced losing their language and were in the process of relearning it. I used qualitative content analysis to analyze my results and develop them into themes. The participants’ experiences were found to he similar to those described hy Haig-Brown (1988), Chrisjohn (1991), Ignace, Hinkson, and Jules (1998), and Kirkness (1998). Two significant findings emerged: punishment, instilling fear, and shaming, has the power to silence language; and there is a willingness and need to go hack to traditional Secwepeme methods of teaching language which are more successful for Indian people. Therefore, social workers must recognize and address the trauma that suppressed the language; Educators must recognize the “keepers of the language and culture” method to relearn language and incorporate it into the academic system; Secwepeme leaders must confront the marginalization of their community members hy taking the information gathered here and address the severe limitations imposed on Secwepemctsin hy current Indian language education policies and funding. Table of Contents Abstract....................................................................................................................................ji Table of Contents ................................................................................................................... iii List of Tables.........................................................................................................................vil Acknowledgments ................................................................................................................viii Chapter 1: Introduction ............................................................................................................1 The Need for Research into the Loss and Relearning of Secwepemctsin ........................2 T ’exelc .......................................................................................................................................3 The Research Questions ......................................................................................................... 5 Epistemology Underlying the Research Design ..................................................................5 Indian Knowing ......................................................................................................... .6 My Theoretical Stance ................................................................................................7 Restoring Secwepeme Dignity and Linguistic Integrity .....................................................9 Chapter 2; Literature Review ............................................................................................... 10 Language Acquisition............................................................................................................10 Language Shift/Loss..............................................................................................................12 Secwepemctsin and Language Shift .....................................................................................14 Language Shift under the Repressive Rule of the Department of Indian Affairs ............................................................................................................ 17 Language Shift and the Residential Schools .........................................................19 Language Shift and International Language Policies Adopted in Canada. 29 Language Shift and Child Welfare Apprehensions ............................................. 30 Acquisition, Retention, and Loss .........................................................................................34 IV Secwepemctsin and Linguistics .......................................................................................... 36 Socially Constructing Indian Language Loss as a Social Problem ..............................,41 Secwepemctsin Revitalization Efforts ...............................................................................,43 Standard Approaches to Language Teaching in Canada ................................. ,44 Leading Indian Language Renewal Strategies ................................................... 46 Summary............................................................................................................................. .48 Chapter 3: Researeh Design............................................................................................... ,49 Methodology........................................................................................................................ .49 Loeating the Research in a Descriptive Qualitative Paradigm, ..................................... ,50 Sample................................................................................................................................... 51 Sample Selection and Size .................................................................................... 52 Data Collection ..................................................................................................................... 54 Data Analysis ........................................................................................................................58 Data Representation ................................................................................................59 Ethical Considerations .........................................................................................................60 Safety and Well-being of Participants .................................................................,60 Dissemination and Evaluation ............................................................................................ 61 Special Consideration .............................................................................................61 Methodological Integrity.................................................................................................... ,62 Credibility ................................................................................................................62 Fittingness ................................................................................................................ 63 Auditability ..............................................................................................................63 Confirmability ......................................................................................................... 64 Limitations of the Research .................................................................................................64
Load more

Recommended publications
  • “Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc
    “VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system.
    [Show full text]
  • Fpcc-Newsletter-Spring-Summer-2014
    first peoples’ news spring /summer 2014 first peoples’ cultural council IN THIS ISSUE New Museum Exhibition 2 New Arts Funding from FPCC Available for First Nations Youth SHOWCASING B.C.’S LIVING in B.C. FIRST NATIONS LANGUAGES 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 dialects, B.C. is the most linguistically lish as well as First Nations languages. diverse region in Canada. 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 Language 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.
    [Show full text]
  • Lillooet Between Sechelt and Shuswap Jan P. Van Eijk First
    Lillooet between Sechelt and Shuswap Jan P. van Eijk First Nations University of Canada Although most details of the grammatical and lexical structure of Lillooet put this language firmly within the Interior branch of the Salish language family, Lillooet also shares some features with the Coast or Central branch. In this paper we describe some of the similarities between Lillooet and one of its closest Interior relatives, viz., Shuswap, and we also note some similarities be­ tween Lillooet and Sechelt, one of Lillooet' s western neighbours but belonging to the Coast branch. Particular attention is paid to some obvious loans between Lillooet and Sechelt. 1 Introduction Lillooet belongs with Shuswap to the Interior branch of the Salish language family, while Sechelt belongs to the Coast or Central branch. In what follows we describe the similarities and differences between Lillooet and both Shuswap and Sechelt, under the following headings: Phonology (section 2), Morphology (3), Lexicon (4), and Lillooet-Sechelt borrowings (5). Conclusions are given in 6. I omit a comparison between the syntactic patterns of these three languages, since my information on Sechelt syntax is limited to a brief text (Timmers 1974), and Beaumont 1985 is currently unavailable to me. Although borrowings between Lillooet and Shuswap have obviously taken place, many of these will be impossible to trace due to the close over-all resemblance between these two languages. Shuswap data are mainly drawn from the western dialects, as described in Kuipers 1974 and 1975. (For a description of the eastern dialects I refer to Kuipers 1989.) Lillooet data are from Van Eijk 1997, while Sechelt data are from Timmers 1973, 1974, 1977.
    [Show full text]
  • Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11P.; for Complete Volume, See FL 025 251
    DOCUMENT RESUME ED 419 409 FL 025 252 AUTHOR Anderson, Gregory D. S. TITLE Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11p.; For complete volume, see FL 025 251. PUB TYPE Journal Articles (080) Reports Research (143) JOURNAL CIT Kansas Working Papers in Linguistics; v22 n2 p1-10 1997 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *American Indian Languages; Contrastive Linguistics; Language Patterns; *Language Research; Language Variation; *Linguistic Theory; Number Systems; *Salish; *Structural Analysis (Linguistics); Uncommonly Taught Languages ABSTRACT A salient characteristic of the morpho-lexical systems of the Salish languages is the widespread use of reduplication in both derivational and inflectional functions. Salish reduplication signals such typologically common categories as "distributive/plural," "repetitive/continuative," and "diminutive," the cross-linguistically marked but typically Salish notion of "out-of-control" or more restricted categories in particular Salish languages. In addition to these functions, reduplication also plays a role in numeral systems of the Salish languages. The basic forms of several numerals appear to be reduplicated throughout the Salish family. In addition, correspondences among the various Interior Salish languages suggest the association of certain reduplicative patterns with particular "counting forms" referring to specific nominal categories. While developments in the other Salish language are frequently more idiosyncratic and complex, comparative evidence suggests that the
    [Show full text]
  • List of Language Authorities
    List of Language Authorities The language authorities listed on the following five pages are recognized by the Ministry of Education for certification purposes. Language Language Mailing Address Tel./Fax/Email Coordinator Athabascan Yinka Dene Language Institute Marlene Erickson, T: (250) 562-2131, ext 5460 646 Stoney Creek Road Director E: [email protected] Vanderhoof, BC V0J 3A1 Coast Salish First Nations Education Marion Harry T: (250) 830-2330 School District 72 (Campbell F: (250) 830-2329 River) 425 Pinecrest Rd. Campbell River, BC V9W 3P2 Dane-zaa Shona Nelson Shona Nelson T: (250) 785-0612 c/o Treaty 8 Tribal Association F: (250) 785-2021 10233 100th Ave E: [email protected] Fort St. John, BC V1J 1Y8 Dene Fort Nelson First Nation Kathi Dickie T: (250) 774-7257 Language Authority F: (250) 774-7260 2026 Kennay-Yah Road E: [email protected] RR1 Mile 295 Alaska Hwy Fort Nelson, BC V0C 1R0 Gitxsanimx Gitxsan Language Authority Sadie Harris T: (250) 842-6222 Box 155 F: (250) 842-6288 Hazelton, BC V0J 1Y0 E: [email protected] Halq'emeylem Mr. Joe Hall, Executive Director Joe Hall, T: (604) 858-3366 Community Development Executive Director F: (604) 824-5226 Sto:lo Nation Bldg. #1, 7201 Vedder Road Chilliwack, BC V2R 4G5 Heiltsuk Bella Bella Community School Elizabeth Brown T: (250) 957-2396 Society F: (250) 957-2455 General Delivery Waglisla, BC V0T 1Z0 Ministry of Education Teacher Regulation Branch Mailing Address: Telephone: 604 660-6060 400-2025 West Broadway Toll Free: 1 800 555-3684 Vancouver BC V6J 1Z6 Facsimile: 604 775-4859 List of Language Authorities Page 2 Language Language Mailing Address Tel./Fax/Email Coordinator Hul’qumi’num’ Cowichan Tribes Chuck Seymour, T: (250) 715-1022 (Cowichan Dialect) Quw'utsun Syuw'entst Lelum' Coordinator F: (250) 715-1023 5744 Allenby Road Duncan, BC V9L 5J1 Hul'qumi'num Snuneymux First Nation Nancy Seward T: (250) 740-2300 (Snuneymux c/o Nancy Seward F: (250) 753-3492 Dialect) Education Department Coordinator 668 Centre Street Nanaimo, BC V9R 4Z4 Huu ay aht Ms.
    [Show full text]
  • Syilx Okanagan Language the Case Anymore
    OKANAGAN INDIAN BAND 12420 Westside Road Vernon, BC V1H 2A4 SENK’LIP NEWS AUGUST 2018 in nsyilxcen to the importance of the signing of this historic Declaration. Elder and fluent language speaker Pauline Archacan also talked about our rights and the significance of the Declaration and how she was fully sat- isfied with the wording in the Declaration. Speaking to the importance of the Declaration Chief By- ron Louis stated, “That this is the most significant docu- ment I have ever signed.” After the signing took place, Grand Chief Stewart Phillip said “this is history, incredibly significant. This is an in- Chief Byron Louis Signing the Okanagan ternational standard of nationhood. Forty-five years ago, Language Declaration. the majority of our people were fluent, sadly that’s not Syilx Okanagan Language the case anymore. This Declaration is a public expression of intent to stay together. This Declaration contains our Declaration - Courtesy of Okanagan Nation laws on how we care take our culture and everything that Alliance represents. Without the language it’s impossible to under- take these tasks. It’s at the core of our being, there’s no At the 2018 ONA Annual General Assembly, on July question. We’ve been encouraged by our Elders to revive 18th at saʔtikn at the Manning Park Resort, the Syilx our language and today we made this commitment.” Okanagan Nation Elders present and member Chiefs endorsed the Iʔ Syilx iʔ sukʷnaqinx scqʷəlqʷiltət Syilx The work to develop this Declaration took a long time, Okanagan Language Declaration. While the Council this was a very significant day.
    [Show full text]
  • LEARNING the LANGUAGE of the LAND by Aliana Violet Parker B. A
    LEARNING THE LANGUAGE OF THE LAND by Aliana Violet Parker B. A., University of Victoria, 2008 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Linguistics Aliana Violet Parker, 2012 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii SUPERVISORY COMMITTEE Learning the Language of the Land by Aliana Violet Parker B. A., University of Victoria, 2008 Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Co-Supervisor Dr. Lorna Williams, Department of Curriculum and Instruction Co-Supervisor iii ABSTRACT Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Co-Supervisor Dr. Lorna Williams, Department of Curriculum and Instruction Co-Supervisor Indigenous worldviews are essential to successful language education, yet it remains a challenge to integrate them into current frameworks dominated by Western paradigms and pedagogies. This research addresses one aspect of the maintenance of cultural integrity for Indigenous languages as they are taught in a contemporary context. The purpose of this research is twofold: to explore the connections between Indigenous languages and the land, and to see how these connections are reflected in current language education practices. In particular, the study looks at the use of websites for Indigenous language education, with the goal of better understanding the potential for such placeless, global media to represent the inherently place-based nature of Indigenous languages. The study is based on an Indigenist research paradigm and employs the qualitative principles of Constructivist Grounded Theory.
    [Show full text]
  • Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
    Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions.
    [Show full text]
  • Segmental Phonology Darin Howe University of Calgary
    SEGMENTAL PHONOLOGY DARIN HOWE HOWED UCALGARY.CA UNIVERSITY OF CALGARY DARIN HOWE, 2003 ii Table of contents ACKNOWLEDGMENTS .............................................................................................................................................IV INTERNATIONAL PHONETIC ALPHABET CHART.................................................................................................. V 1. INTRODUCTION ...............................................................................................................................................1 2. INTRASEGMENTAL PHONOLOGY ..................................................................................................................4 2.1. PHONEME INVENTORIES AND FEATURES.......................................................................................................... 4 2.2. ARTICULATOR-FREE FEATURES .....................................................................................................................12 2.2.1. Major class features .................................................................................................................................................12 2.2.1.1. [±consonantal]...........................................................................................................................................12 2.2.1.2. [±sonorant].................................................................................................................................................22 2.2.2. Other articulator-free features..............................................................................................................................27
    [Show full text]
  • Language Index
    Cambridge University Press 978-0-521-86573-9 - Endangered Languages: An Introduction Sarah G. Thomason Index More information Language index ||Gana, 106, 110 Bininj, 31, 40, 78 Bitterroot Salish, see Salish-Pend d’Oreille. Abenaki, Eastern, 96, 176; Western, 96, 176 Blackfoot, 74, 78, 90, 96, 176 Aboriginal English (Australia), 121 Bosnian, 87 Aboriginal languages (Australia), 9, 17, 31, 56, Brahui, 63 58, 62, 106, 110, 132, 133 Breton, 25, 39, 179 Afro-Asiatic languages, 49, 175, 180, 194, 198 Bulgarian, 194 Ainu, 10 Buryat, 19 Akkadian, 1, 42, 43, 177, 194 Bushman, see San. Albanian, 28, 40, 66, 185; Arbëresh Albanian, 28, 40; Arvanitika Albanian, 28, 40, 66, 72 Cacaopera, 45 Aleut, 50–52, 104, 155, 183, 188; see also Bering Carrier, 31, 41, 170, 174 Aleut, Mednyj Aleut Catalan, 192 Algic languages, 97, 109, 176; see also Caucasian languages, 148 Algonquian languages, Ritwan languages. Celtic languages, 25, 46, 179, 183, Algonquian languages, 57, 62, 95–97, 101, 104, 185 108, 109, 162, 166, 176, 187, 191 Central Torres Strait, 9 Ambonese Malay, see Malay. Chadic languages, 175 Anatolian languages, 43 Chantyal, 31, 40 Apache, 177 Chatino, Zenzontepec, 192 Apachean languages, 177 Chehalis, Lower, see Lower Chehalis. Arabic, 1, 19, 22, 37, 43, 49, 63, 65, 101, 194; Chehalis, Upper, see Upper Chehalis. Classical Arabic, 8, 103 Cheyenne, 96, 176 Arapaho, 78, 96, 176; Northern Arapaho, 73, 90, Chinese languages (“dialects”), 22, 35, 37, 41, 92 48, 69, 101, 196; Mandarin, 35; Arawakan languages, 81 Wu, 118; see also Putonghua, Arbëresh, see Albanian. Chinook, Clackamas, see Clackamas Armenian, 185 Chinook.
    [Show full text]
  • 12 First Nations Languages Curriculum Building Guide
    British Columbia Kindergarten ‐ 12 First Nations Languages Curriculum Building Guide By Dr. Marianne Ignace For the First Nations Education Steering Committee TABLE OF CONTENTS ABOUT THIS DOCUMENT INTRODUCTION ORGANIZATION OF THIS REPORT About FNESC First Peoples Principles of Learning PART ONE: THE CONTEXT 1.1 The State of First Nations Languages In BC 1.2 Reasons For Decline 1.3 The Importance Of Stemming the Tide of Language Loss 1.4 A Critical Time 1.5 The Role Of K‐12 Schooling In First Nations Language Education 1.6 The Legal Picture – Official Languages and Aboriginal Languages 1.7 BC Language Protection Laws and Policies 1.7.1 The BC Ministry of Education Policies PART TWO: FUNDAMENTALS OF LANGUAGE TEACHING AND LEARNING 2.1 The Urgent Need For Fluent Speakers 2.2 Thinking Outside The Box: Creating Proficiency in First Nations Languages 2.2.1 How Many Words Are Needed For Proficiency? 2.2.2 What Is Grammar and How Is It Best Taught? 2.2.3 Phonology – Correct Accent and Pronunciation 2.2.4 The Culture in the Language 2.2.5 How Many Hours or Years Does It Take? 2.3 Types Of Language Programs and The Language Education They Provide 2.3.1 Second Language or Additional Language Programs 2.3.2 First Nations Language Immersion Programs 2.4.3 Partial Immersion or Bilingual Programs 2.4.4 Intensive French 2.4 Language Teaching Methods In K – 12 Curriculum 2.4.1 The “Berlitz Method” (Interactive Question/Answer) 2.4.2 Total Physical Response 2.4.3 Total Physical Response Storytelling 2.4.4 Aim – Accelerative Integrated Method 2.4.5 “Where
    [Show full text]
  • A Bibliography of Salish Linguistics
    A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Northwest Journal of Linguistics 2.3 A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Abstract This bibliography lists materials (books, articles, conference papers, etc.) on Salish linguistics. As such, it mainly contains grammars, dictionaries, text collections and analyses of individual topics, but it also lists anthropological studies, curriculum materials, text collections in translation, and general survey works that have a sufficiently large Salish linguistic content. Criteria for inclusion of items, and the general methodology for assembling a bibliography of this kind, are discussed in the introduction. The work concludes with a list of abbreviations and a language-based index. This bibliography should be of use to linguists, particularly Salishists, but also to anthropologists and curriculum developers. The bibliography is essentially a sequel to Pilling 1893 (listed in the bibliography), although a number of items listed in that older source are also included here. KEYWORDS: Salish languages and dialects; Salish language family; bibliography; language index Northwest Journal of Linguistics 2.3:1–128 (2008) Table of Contents Introduction 4 Restrictions and criteria 5 General principles 8 The Salish conferences 9 Caveats and disclaimer 9 Salish languages and dialects 10 Bibliography of Salish Linguistics 13 Abbreviations 116 Appendix: Language Index 118 Northwest Journal of Linguistics 2.3:1–128 (2008) A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Introduction. The following is a selected bibliography of those books and articles that deal with the description and analysis of Salish languages.
    [Show full text]