2017 Program This Symposium Brings Together Communities, Institutions
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Building blocks for developing a Hən̓ q̓ əmín̓ əm̓ Language Nest Program for the Katzie Early Years Centre by Cheyenne Cunningham B.A., Simon Fraser University, 2017 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 © Cheyenne Cunningham 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: Cheyenne Cunningham Degree: Master of Arts Title: Building blocks for developing a Hən̓ q̓ əmín̓ əm̓ Language Nest Program for the Katzie Early Years Centre Examining Committee: Chair: Nancy Hedberg Professor Marianne Ignace Senior Supervisor Professor Susan Russell Supervisor Adjunct Professor Date Defended/Approved: April 17, 2019 ii Ethics Statement iii Abstract As a First Nations woman and community member of the q̓ ícəy̓ (Katzie) First Nation, I have always had an interest in the language of my ancestors – Hən̓ q̓ əmín̓ əm̓ , the Downriver dialect of the Halkomelem language, a Coast Salish language that has no first language speakers left. My interest in the language stems from my childhood, as I was lucky enough to have the opportunity to participate in classes that exposed me to the language. The purpose of this project is to not only enhance my own knowledge but to also create framework for what will hopefully be used for a language nest program for the Katzie Early Years Centre. The idea is to provide a safe environment for the children to interact and engage in the language through meaningful activities. -
“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. -
Tahltan Verb Classifiers and How to Use Them
Tahltan Verb Classifiers and How to Use Them by Louise Framst Certificate in First Nations Language Proficiency (Tahltan), Simon Fraser University, 2017 B.Ed., University of British Columbia,1981 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 © Louise Framst 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: Louise Framst Degree: Master of Arts Title: Tahltan Verb Classifiers and How to Use Them Examining Committee: Chair: Nancy Hedberg Professor Marianne Ignace Senior Supervisor Professor John Alderete Supervisor Professor Date Defended/Approved: April 16, 2019 ii Ethics Statement iii Abstract One frustration as a learner of my heritage language, Tāłtān, is the lack of resources. I created four booklets on what we learned as Tahltan Verb Classifiers; the linguistic term is classificatory verbs. Each booklet contains a different aspect of this feature; includes lessons in how to use it. A literature review revealed it had never been thoroughly researched. Therefore, information came from: language classes, instructors, recordings, and fluent speakers. My interviews: five individuals and one group session of seven. Most fluent speakers were unavailable; that is the problem when your ‘dictionaries’ have legs. The ‘big’ lesson I learned is that it is imperative we focus on collecting vocabulary before the words fade away from non-use. iv Keywords: classificatory verbs, Tahltan verb classifiers, Tāłtān, Tahltan language, immersion, First Nations learning, stress-response v Dedication Dedicated to the Elders and Fluent Speakers, Our Tāłtān language mentors. -
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. -
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. -
Ile Phonetic Par Ters of the Tahltan Consonants Are
JU J (l) TIle phonetic par_ters of the Tahltan consonants are: e1 .. ce of articulation articulatory asnner Sume I<emarks ull the PhonuloKY of Tahltan I: bilabial a: stops Hank f. Nater 2: dtmtal I: plain (voiced) Iskut, Hrltish Columbia 3: coronal 11: aspirated c..nada VOJ au A: interdental Ill: alottalized II: alveolar b: continwlIILS (frieathes) C: palatal I: Yoie"le"a COlfl'k:NTS: (0) intru<luaion; (1) the consonants; (1.1) consonants in pre- and postvuLal ic 4: lateral II: voiced position; supraseKmental features and phone.ic variation; (2.1) phonetic aKree.ent (l) 5: velar in the affricate-fricative dental series; (l.2) the vowels; (:l.2.1) distinctive stress; Ill: alottali~ed (2.2.2) distinctive tone; (2.2.1) distinctive l"nKth; (2.1) consonant alternations; A: palaL,,1 (2.3.1) examples of alt"rnations; (2.3.2) velar continuants vary inK with palato-velars; B: pure velar (2.3.1) chanKe-immune ste.s; (1) some comparative and historical consideratiops; (3.1) shun vowel + '; (3.2) 10nK vowels; (3.3) the nasals; (3.1.1) short vowel + n/m; (3.1.2) C: uvular vowel II'; (3.3.3) 10nK vowel n; (3.1.4) vowel ft; (3.1.5) phone.ic status and + + + 0: rounded orillin of n, n, n', optional vowels; (4) heavy snd _rKinal phone...,s; (4.1) ! and j, their status and origin; (4.2) the rounded velars; (4.1) the uvular consonants. 6: lar1nll,,1 (illottal) In tabular fashion, then, we liat the consonants aa followa: (0) Tahitan is a o..nel language ,",poken in several villages in northern British Columbia al alI alII an<l the southern Yukon. -
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. -
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. -
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 -
The Work of the Teacher Regulation Branch of the Ministry of Education Is Guided by Certain Bylaws and Policies
The work of the Teacher Regulation Branch of the Ministry of Education is guided by certain bylaws and policies. The bylaws are maintained in effect pursuant to section 90 of the Teachers Act. Please refer to the following pages for the relevant excerpts. BYLAW 2 - QUALIFICATIONS ....................................................................................... 2 Bylaw 2.A Bylaw 2.H Bylaw 2.B Bylaw 2.I Bylaw 2.C Bylaw 2.J Bylaw 2.D Bylaw 2.K Bylaw 2.E Bylaw 2.M Bylaw 2.F Bylaw 2.N Bylaw 2.G POLICY P2 - QUALIFICATIONS ................................................................................... 19 Policy P2.A Policy P2.G Policy P2.B Policy P2.H Policy P2.C Policy P2.I Policy P2.D Policy P2.J Policy P2.E Policy P2.M Policy P2.F Policy P2.N Effective December 27, 2017 Page 1 of 31 Bylaw 2 BYLAW 2 QUALIFICATIONS 2.A Eligibility for a Certificate of Qualification 2.A.01 To be considered eligible for a certificate of qualification, a person: (a) must be of good moral character and otherwise a fit and proper person to practice the profession of teaching; and (b) must (i) have completed within the last ten years a program of professional and academic or specialist preparation offered in a British Columbia post-secondary institution and acceptable to the Teacher Regulation Branch and have received a recommendation from that program; or, in the case of applicants from outside British Columbia, must have completed a program of professional and academic or specialist preparation that is comparable to those offered in British Columbia or, -
NWCC July2017 Aboriginal Student Support FINAL.Indd
Aboriginal Student Support at Northwest Community College 2016 – 2017 To honour their accomplishments, new NWCC graduates were drummed into the theatre by Gitlaxdax Drummers at the 2016 convocation ceremony. TABLE OF CONTENTS Introduction 1 Programs and Courses with Aboriginal Focus 2 Administration of Education Policy 2 Centre of Learning Transformation 3 Creative Programming and Curriculum Development 4 Pedagogy and Course Content 7 Training Partnerships and Community Engagement 8 Student Supports 11 Team Approach 11 Cultural and Spiritual Activities 12 Additional Supports 12 Aboriginal Service Plan (ASP) Funding 17 Fostering a Culture of Respect 18 Representation 18 Cultural Awareness 19 Conclusion 21 Appendix A: In the Context of Key Documents 24 Appendix B: In-community Courses and Training Partnerships 30 Cover image: NWCC students participating Appendix C: Detailed Course Descriptions 34 in the Kitsumkalum fi eld school in 2016. Aboriginal Student Support at Northwest Community College 2016 – 2017 | i NWCC’S EDUCATION IS UNITY POLE This contemporary totem pole was carved to recognize the importance of education to First Nations of the northwest, now and for future generations. Originally initiated to commemorate the 25-year anniversary of the College, the purpose and meaning of the project grew as we acknowledged the role of post-secondary education in the lives of First Nations people in the region. It symbolizes the unity felt by the Wet’suwet’en, Gitxsan, Haisla, Talhtan, Nisga’a, Tsimshian, and Haida when it comes to meeting the educational needs of their people. The fi rst pole to be raised on the NWCC Terrace campus, it represents the four crests common to the northwest coast First Nations people: Wolf, Killer Whale, Raven and Eagle. -
Complete Clan Conf 2013 Program3.Pdf
Wooshteen Kanaxtulaneegí Haa At Wuskóowu SHARING OUR KNOWLEDGE A Conference of Tlingit Tribes & Clans The “Clan Conference” concept — bringing together scholars from diverse backgrounds with Alaska May 1993 in Haines/Klukwan, followed in the next few years by conferences in Ketchikan/Saxman and Sitka. Ten years lapsed until the March 2007 conference held in Sitka, which attracted over 400 participants and 90 presenters speaking on a wide variety of topics, including linguistics, archaeology, museum studies, cultural anthropology, education, ethnohistory, art and music, traditional ecological Subsequent conferences in Juneau (2009) and Sitka (2012) continued this multi-disciplinary and cross- cultural spirit. Native tradition bearers, tradition learners, academic scholars, and students, shared their knowledge and work involving a wide variety of topics. The 2013 conference will afford another opportunity for key researchers and experts to share information with their colleagues, students, members of the Native community, and the public. The theme of the 2013 conference is Our Language Haa Yoo X’atángi Haa Kusteeyíx Sitee (Our Language Is Our Way of Life) The organizing committee: Gerry Hope, Executive Director; Alice Taff, Event Co- ordinator; Dionne Cadiente-Laiti, Richard Dauenhauer, Nora Marks Dauenhauer, Steve Henrikson, Marsha Hotch, Ishmael Hope, Harold Jacobs, Sergei Kan, Peter Metcalfe, Kathy Kolkhorst Ruddy, Lance Twitchell. THURSDAY MORNING 11/7/13 ALL DAY Davis Room (off main lobby): book and conference sales Main Lobby: weaving demonstration Miller Room - language immersion Hammond Room - elder courtesy room. 8:30-10 Ballroom 3 PLENARY SESSION 1 Reclaiming our languages: the Advocates for Indigenous California Language Sur- vival by Leanne Hinton Like the rest of the west coast of North America, California is a place of great indigenous language diversity.