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Strategic Plan for Revitalizing the Hul'qumi

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Strategic Plan for Revitalizing the Hul'qumi STRATEGIC PLAN FOR REVITALIZING THE HUL’QUMI’NUM’ LANGUAGE Prepared by: Suzanne Urbanczyk On behalf of: The Hul’qumi’num' Treaty Group October, 2002 Funding for this planning project was provided by: First People’s Cultural Foundation and Hul’qumi’num Treaty Group TABLE OF CONTENTS Executive Summary 1 Project Rationale and Scope 5 The Hul’qumi’num' Language Strategic Plan 6 Overview 6 Reversing Language Shift 6 Step 1: Language Assessment and Planning 8 Community Survey 8 Language Co-ordinator 11 Elders' Language Revitalization Committee 12 Step 2: Reconstruct the Language 15 Step 3: Document the Language 17 Step 4: Develop Second-Language Programs for Adults 22 Teacher Training 22 Linguistic Training 24 Certification and Assessment 25 Master-Apprentice Program 27 Post-Secondary Courses 29 Community-Service Language 29 Step 5: Develop Culturally Relevant Language Activities 32 Step 6: Develop Intensive Language Programs for Children 38 Day Care Centres 39 Public Schools 40 Immersion Schools 41 Time Frame 42 Resource Development 42 Step 7: Use Language at Home - Develop Classes and Support Groups 44 Step 8: Expand use of Language into Broader Domains in the Community 46 Step 9: Expand the Language Use to Regional or National Media and Government 49 Summary 50 Activities 51 Elders Language Revitalization Committee 53 Bibliography 55 Appendices A. Costs 56 B. Resource List 57 C. Annotated Bibliography 62 D. Draft Vision Statement 84 E. Certification Information 85 F. Integrated Resource Package - Language 5-12 87 Executive Summary After consultation with the Elders’ Language Revitalization Committee, experts in teaching and understanding the Hul’qumi’num’ language, reviewing research on successful language renewal programs, and reviewing the existing resources on the Hul’qumi’num language, the following recommendations are made for renewing the Hul’qumi’num’ language. These recommendations are incorporated into a version of Fishman's (1991) widely accepted framework, in which language renewal activities are done in several stages. The first stages involve documentation, and teaching adults the language. Once there are adults who can teach, energy should focus on teaching the children and getting the language in the home, and in community life. After home-language use is established, efforts are directed to getting the language spoken in the wider community. Motivation and further explanation for these short-, medium-, and long-term goals is provided in the document. Short-term goals: ➢ hire a minumum of two (three would be optimal) permanent full-time language co- ordinators to initiate projects and oversee the many planning and implementation activities, obtain community input to language renewal, coordinate language projects, interact with school boards, apply for grants, and oversee curriculum development ➢ set up an Elders' Language Revitalization Committee for the language coordinators to report to and approve proposals, guide actitivities, set priorities, develop new words ➢ prepare and conduct a detailed survey to determine accurate information on speakers such as their fluency, cultural knowledge, areas of expertise, home use, and writing skills ➢ hold a series of community meetings throughout the territory; discuss the language, the link between language and culture, learn about priorities, dispell myths about bilingualism, learn about language goals of community (e.g. all fluent vs. some fluent, types of media), learn of any local, home-based language programs or materials ➢ adopt the Hul’qumi’num’ language as an official language, with a beautiful statement of the goals for the language and culture and how they are related to each other, and a respect for the different dialects that exist alongside each other ➢ adopt a single alphabet (font) to be used by all Hul'qumi'num' speaking areas ➢ certify fluent speakers with the existing Language Authority; clarify membership, duties, and extent of Language Authority ➢ train teachers; short intensive language teacher training workshops covering topics of curriculum development and effective second-language teaching methods such as Total Physical Response (TPR) ➢ create program for Developmental Standard Term Certificate, and maintain the Introductory Teaching Skills for Hul'qumi'num' Language Instructors Training Program at Chemainus Native as a bridge program; develop a full sequence of university or college-level Hul'qumi'num', combined with teacher training program 1 ➢ acquire various types of high quality recording devices to document the language - tape recorders, minidisc players, microphones, digital video-cameras, computers to digitize ➢ train community members in documentation procedures — audio recording, labeling, video-taping, workshops on Hul'qumi'num' writing and transcription ➢ develop a system of assessing the levels of different speakers; used in assigning levels for teaching appropriate groups and in building comprehensive language teaching programs ➢ Master-Apprentice program; combined with employment services; combined with learning traditional skills like harvesting and plant technology for both men and women ➢ federal funding to establish community-based Hul'qumi'num' Language Radio Station ➢ collect all materials from all school districts; expand/revise existing teaching materials for high-school electives ➢ immersion day care; elder teams to assist daycare workers; train daycare workers to speak Hul'qumi'num'; combined with home-language parental involvement ➢ develop songs, games, puppet shows, children's books, for daycares ➢ develop phrase books and tapes/CDs for understanding and using Hul'qumi'num' in the long-house, Shaker Church, Catholic Church, funerals, sports games, prayers, songs ➢ document Hul'qumi'num' stories and personal narratives; video- and audio-tape; create texts, books, pamphlets at several levels: short beginners stories, longer advanced stories. ➢ after-school program for Hul'qumi'num' language: primary and elementary school children ➢ Hul'qumi'num' as an elective for all high-school students, grades 8-12; ➢ Hul'qumi'num' family summer camps ➢ Hul'qumi'num' field trips; learning about harvesting, making spears, repairing things, plants, medicines in Hul'qumi'num' ➢ elder in residence; provide guidance to youth, be available for field trips ➢ outreach trips for youth, teaching stages of life in Hul'qumi'num' Medium-range goals: ➢ have Hul'qumi'num' as central part of curriculum K-12: more time for language in schools ➢ develop a teaching grammar for language teachers ➢ start a regular newsletter, with language lessons, games, puzzles, information on language 2 programs, community meetings, feedback, honouring the work of elders ➢ hire a resource person to compile all archived resources (audio-tapes, video-tapes), oversee the screening, cataloguing, proper archiving, and digitizing of the materials ➢ immersion school with lots of hands on and interactive materials ➢ promote the attainment of an advanced degree in linguistics for one or more community members; provide linguistic training to language coordinators to assist them in overseeing language documentation activities ➢ develop CD's of words, and encyclopedic knowledge of ethno-botany, ethno-zoology ➢ form a central body to liase and make agreements between school districts and bands to share resources; delegate different areas as having specializations (e.g. high-school curriculum and scoping sequences — Nanaimo-Ladysmith; elementary curriculum, dictionaries — Cowichan Valley; stories — all three school districts) ➢ have on-going community-based adult Hul'qumi'num' language classes ➢ develop support groups for language use in homes ➢ develop a Hul'qumi'num' Language web-site with information on courses, programs, language camps, a link to the web-based dictionary ➢ establish Hul'qumi'num' languag sports leagues ➢ obtain government support for language teaching and training ➢ have all people employed in band offices speaking and/or learning the Hul'qumi'num' language. Set up a program to teach a word/phrase a day; set aside time each day ➢ develop appropriate curriculum and language resources for all ages, from infant to adult education; textbooks, stories for youth, teens, adults ➢ Hul'qumi'num' Language Radio station - on the air - bilingual and Hul'qumi'num' language only programming; community-based radio shows with many volunteers ➢ radio programming: language lessons, children's songs, children's stories, follow along books; youth music programming, stories; lessons on common phrases around the home; bilingual weather broadcasts, sports-casts, news, and announcements of community events ➢ document and analyze the language in conjunction with curriculum development Long-term goals: ➢ full immersion school for Hul'qumi'num' language 3 ➢ create a Hul'qumi'num' Language and Culture Institute: a central facility to store all materials, an archive of resources ➢ start designating some streets or neighbourhoods as Hul'qumi'num' zones; where fluent speakers live and people try and speak the language more within the community; have families that speak or are learning Hul'qumi'num' live close to each other ➢ band-run businesses are bilingual; some examples are restaurant has bilingual menus, gas- station has bilingual signs ➢ each community has an annual week-end Hul'qumi'num' festival, involving traditional music and entertainment, sports events, drama, poetry contests, quiz shows, slide and film presentations, talent contests, all in Hul'qumi'num' at all different levels
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