INTRODUCTION Nuuc*Aan~U> 5 to 12

INTRODUCTION Nuuc*aan~u> 5 to 12 INTRODUCTION TO NNNUUC ***AAN* ~~~UUU~ <<< 5 TO 12 “Nuuc*aan~u> has a deep down heart [in the] T his Integrated Resource Package (IRP) sets language.” out the provincially prescribed curriculum for ~ Rose Michael Nuuc*aan~u> education, grades 5 to 12. The study of Nuuc*aan~u> language and culture is intended “With the language comes the history, the to enable learners to communicate purposefully Elders’ teachings, and that is called %iissaak , in Nuuc*aan~u> , and to provide opportunities for respect.” students to gain insights into their cultures and ~ Marilyn Brown to develop openness to cultural diversity. “Nuuc*aan~u> is very important. I want everyone PRINCIPLES OF LEARNING to learn it.” ~ Alban Michael Provincial education programs are based on three principles of learning that reflect current “We want our language taught so our culture views of how effective learning occurs. They and language don’t die. We want our younger have profound implications for all aspects of the generation to benefit from our teachings. Then program, such as the roles of student and we will be proud of ourselves as grandmothers teacher, the kinds of learning resources that are and grandfathers.” chosen, and the type of assessment that occurs. ~ Tanya Michael The development of this Nuuc*aan~u> 5 to 12 IRP has been guided by and incorporates these “Like the IRP, we want our language to be a principles of learning: living and growing language.” ~ N~àaskusa+ ( Fidelia Haiyupis) • Learning requires the active participation of the student. “Without our language, our culture dies. It is • People learn in a variety of ways and at ours and ours alone.” different rates. ~ Margaret Amos • Learning is both an individual and a group process. “It is part of our place in the world and the voice in our world view.” RATIONALE ~ Waamiis^ (George Hamilton) The people that have contributed to this “Learning my language means I would probably rationale are guardians of the Nuuc*aan~u> understand my culture a whole lot more; language. It is written in their legacy. knowing my own tongue would instill pride.” ~ Anne Cox “Without our language, who are we? – Really!” ~ Pègpìg`lha (Verna Miller) The Nuuc*aan~u> language is highly endangered, because it is now spoken fluently by not more “Our language is important because it’s our than approximately 200 people, all over the age culture and it’s what we knew first … it’s us.” of 50. Offering Nuucâanù> in the school system ~ Huu>@a%atu (Florence John) is an important step towards revitalizing the language and passing it on to future generations. “Our children need to know their language because we lost it and we need to now learn it It is important for Aboriginal students in BC to from our children.” have the opportunity to learn to speak and ~ H=ayuqum>cîi> (Agnes John) understand the languages of their grandparents and great-grandparents. However, the study of NUUC *AAN ~U< 5 TO 12 · 3 INTRODUCTION TO NNNUUC ***AAN* ~~~UUU~ <<< 5 TO 12 Nuucâanù> language and culture will benefit TTTHE NNNUUC ***AAN* ~~~UUU~ <<< PEOPLE Aboriginal and non-Aboriginal students alike: The Nuuc*aan~u> people live on the west coast of • The ability to communicate in Nuucâanù> Vancouver Island. Their overall population is encourages tolerance, acceptance and over 5000 people. The Nuuc*aan~u> language has respect toward Nuucâanù> Nations and many dialects which are spoken in different toward other cultural groups, and communities, as shown on the map below. increases students’ awareness of their own cultures. This map is based on a map which appears in the Hupac~âs%ath= First Nation’s publication • Learning a second language enhances q#iq#inakqin %e%iicâ@inmis - The Things That intellectual development and supports the We Have, As Told By Our Elders, available at: learning of first and additional languages. http://www.hupacasath.ca/language/Hupacasath THINGSWEHAVE.pdf Dialect names shown here and on the following pages are spelled as on page 2 of the T~aatàaqsapa Cultural Dictionary (Nuu-chah- nulth Tribal Council, 1991) , except for: • Che:k:tles7et’h’, Ka:’yu:’k’t’h – from their website, http://www.kyuquot.ca • Mac^>aath= – transcribed by Fidelia Haiyupis • Huu@ii%ath= – from the Nuu-chah-nulth Phrase Book & Dictionary - Barkley Sound Dialect , p.40 • Hupac~âs%ath= – from the Hupac~âs%ath= First Vancouver Nation’s publication q#iq#inakqin Island %e%iicâ@inmis - The Things That We Have, As Told By Our Elders • P~aacîidautx= , Q#idis^c^^%aatx= - provided by Dr. Bernice Touchie This map is intended to provide a general guideline as to where each Nuuc*aan~u> dialect is spoken. It is not to be used for Treaty purposes. 4 · NUUC *AAN ~U< 5 TO 12 INTRODUCTION TO NNNUUC ***AAN* ~~~UUU~ <<< 5 TO 12 Contact information for each of the Nuuc*aan~u> Nations is provided below: Ahousaht First Nation www.ahousaht.com GENERAL DELIVERY, AHOUSAHT, BC, V0R 1A0 (250) 670-9531 Fax: (250) 670-9696 www.ditidaht.ca Ditidaht First Nation PO BOX 340, PORT ALBERNI, BC, V9Y 7M8 (250) 745-3333 FAX: (250) 745-3332 ehattesaht.com Ehattesaht Tribe PO BOX 59, ZEBALLOS, BC, V0P 2A0 (250) 761-4155 Fax: (250) 761-4156 Hesquiaht First Nation PO BOX 2000, TOFINO, BC, V0R 2Z0 1-800-670-1181 Fax: (250) 670-1102 www.hupacasath.ca Hupacasath First Nation PO BOX 211, PORT ALBERNI, BC, V9Y 7M7 (250) 724-4041 Fax : (250) 724-1232 huuayaht.org Huu-ay-aht First Nations PO BOX 70, BAMFIELD, BC, V0R 1B0 (250) 728-3414 Ka:'yu:'k't'h'/Che:k:tles7et'h' First Nation www.kyuquot.ca GENERAL DELIVERY, KYUQUOT, BC, V0P 1J0 (250) 332-5259 Fax: (250) 332-5210 www.yuquot.ca Mowachaht/Muchalaht First Nations PO BOX 459, GOLD RIVER, BC, V0P 1G0 1-800-238-2933 Fax: (250) 283-2335 Nuchatlaht First Nation PO BOX 40, ZEBALLOS, BC, V0P 2A0 (250) 332-5908 Fax: (250) 332-5907 Pacheedaht First Nation GENERAL DELIVERY, PORT RENFREW, BC V0S 1K0 (250) 647-5521 Fax: (250) 647-5561 tla-o-qui-aht.org Tla-o-qui-aht First Nations PO BOX 18, TOFINO, BC, V0R 2Z0 (2500 725-3233 Fax: (250) 725-4233 Toquaht First Nation PO BOX 759, 1316 PINE STREET, UCLUELET, BC, V0R 3A0 (250) 726-4230 Fax: (250) 726-4403 www.tseshaht.com Tseshaht First Nation 5091 MISSION RD, PORT ALBERNI, BC, V9Y 8X9 1-888-724-1225 Fax : (250) 724-4385 Uchucklesaht First Nation PO BOX 1118, PORT ALBERNI, BC, V9Y 7L9 (2500 724-1832 Fax : (250) 724-1806 www.ufn.ca Ucluelet First Nation PO BOX 699, UCLUELET, BC, V0R 3A0 (250) 726-7342 Fax: (250) 726-7552 NUUC *AAN ~U< 5 TO 12 · 5 INTRODUCTION TO NNNUUC ***AAN* ~~~UUU~ <<< 5 TO 12 NNNUUC ***AAN* ~~~UUU~ <<< DIALECTS Dialects may change over time, and as peoples migrate from one area to another. A dialect is a unique version of speech used in a particular area. It is a variety of a language, The names of the Nuuc*aan~u> communities and generally based in local geography, that uses dialects are listed below. (Current and former non-standard vocabulary, pronunciation, or anglicized spellings of the names are also grammar. (Adapted from the Nuu-chah-nulth Phrase provided as a guide for non-Aboriginal Book and Dictionary: Barkley Sound Dialect , p.23) teachers.) The dialects may be divided into four dialect groups: Northern, Central, Barkley Dialect differences generally do not prevent Sound, and Southern. speakers from understanding one another. Nuuc*aan~u> Current Other Northern Che:k:tles7et’h’ Checleseht Chiclesit Ka:’yu:’k’t’h Kyuquot %iih=atis%ath= Ehattesaht Ehetisat Nucâa>%ath= Nuchatlaht Nuchatlet Muwac~âth= Mowachaht Mowachath Mac^>aath= Muchalaht Muchalat Central H=is^k#ii%ath= Hesquiaht Hesquiat @aah=uus%ath= Ahousaht +a%uuk#i%ath= Tla-o-qui-aht Clayoquot Barkley Sound C~isâa%ath= Tseshaht Tsishaath, Sheshaht Hupac^~asath= Hupacasath Opetchesaht Tùk~#âa%ath= Toquaht Toquart, Toquat Yuu>u%i>%ath= Ucluelet H=uucûq+is%ath= Uchucklesaht Uchucklesit Huu@ii%ath= Huu-ay-aht Ohiat, Ohiath Southern Diitiid%aa%tx= Ditidaht Nitinat P~aacîidautx= Pacheedaht Pachenaht Q#idis^c^^%aatx= Makah Niyaa%ath= Q#idis^c^^%aatx= is spoken by the Makah Nation on the Northwestern tip of the Olympic Peninsula in Washington State. The ‘family tree’ below shows how all the dialects are historically related, based on linguistic reconstruction. Northern Central Barkley Diitiid%aa%tx= Q#idis^c^^%aatx= Sound and P~aacîidautx= 6 · NUUC *AAN ~U< 5 TO 12 INTRODUCTION TO NNNUUC ***AAN* ~~~UUU~ <<< 5 TO 12 DIALECTS IN THIS INTEGRATED RESOURCE THE COMMUNICATIVE -EXPERIENTIAL PACKAGE APPROACH Nuuc*aan~u> Elders and speakers recognize and The Nuuc*aan~u> 5 to 12 curriculum endorses respect dialect differences among members of what is commonly referred to as the the various communities. No dialect is more communicative-experiential approach. As “correct” than another. communication is the overriding reason for studying the Nuucâanù> language, the suggested To honour all Nuuc*aan~u> dialects, this IRP instructional and assessment strategies does not prescribe particular words, phrases, emphasize the practical use of the language in or spellings. all its forms, to perform real-life tasks, share ideas, acquire information, and get things done. Fluent speakers from each of the four dialect Grammar instruction plays a supportive role groups have provided examples for the different only, to provide useful strategies to facilitate grades, as listed below: communication and comprehension.

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