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Motivation in the Portland Chinuk Wawa Language Community Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Spring 1-1-2012 Motivation in the Portland Chinuk Wawa Language Community Abigail Elaina Pecore Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Bilingual, Multilingual, and Multicultural Education Commons, Indigenous Studies Commons, and the International and Intercultural Communication Commons Let us know how access to this document benefits ou.y Recommended Citation Pecore, Abigail Elaina, "Motivation in the Portland Chinuk Wawa Language Community" (2012). Dissertations and Theses. Paper 806. https://doi.org/10.15760/etd.806 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Motivation in the Portland Chinuk Wawa language community by Abigail Elaina Pecore A thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in Teaching English to Speakers of Other Languages Thesis Committee: Nariyo Kono, Chair Keith Walters Kimberley Brown Portland State University ©2012 i ABSTRACT Throughout the world, languages are becoming extinct at an alarming rate. Perhaps half of the 6,000-7,000 languages worldwide will go extinct in the next 50-100 years. One of these dying languages, Chinook Jargon or Chinuk Wawa, a language found in the Pacific Northwest of the United States, is in the process of being revitalized through the concerted efforts of the Confederated Tribes of Grand Ronde (CTGR). Reasons to revitalize endangered languages often seem irrelevant to our modern daily lives, and revitalizing these languages is a difficult process requiring much dedication, commitment, and persistence. In light of this significant struggle, understanding people’s motivations could contribute to a better understanding of how to involve more people in language revitalization. Ideally, such an understanding would contribute to strengthening a community’s efforts to revitalize their language. This exploratory, ethnographic case study explores the motivations of eight participants in the Portland Chinuk Wawa language community involved in revitalizing Chinuk Wawa over a nine-month period in 2011. The results of the study showed that seven major themes of motivation were prevalent for the participants: connections made through Chinuk Wawa, preservation of Chinuk Wawa, relationships, instrumental motivation, affective motivation, identity motivation, and demotivation. ii ACKNOWLEDGMENTS I would like to thank the Portland Chinuk Wawa language community who welcomed me and many others with generosity and warmth. This study is the result of many people’s support and encouragement. I am grateful to all of the participants, who willingly shared their experiences of learning and speaking Chinuk Wawa. I thank the Grand Ronde community for their permission to conduct this study and their enthusiasm regarding this project. Finally, I am grateful for my thesis chair, Nariyo Kono, for her continued patience and insight into this research. On a more personal note, I am grateful for the collegial support of both Marianne Kastner and Ariana Chandler while I was writing this thesis. I am deeply indebted to Vivianne Tallman for her editing skills and her continued belief in me and this project. Finally, thank you to all of my friends and family who supported me throughout this process with so much support, faith, and love. iii TABLE OF CONTENTS ABSTRACT ....................................................................................................................................... i ACKNOWLEDGMENTS................................................................................................................... ii LIST OF TABLES ............................................................................................................................ vi CHAPTER 1 - INTRODUCTION TO THE STUDY .......................................................................... 1 CHAPTER 2 - LITERATURE REVIEW ............................................................................................ 6 Language Revitalization ......................................................................................................................... 7 Language endangerment and language revitalization. ................................................................. 7 The phenomenon of language death. .............................................................................................. 7 Reasons for language revitalization. ................................................................................................ 9 Current trends in language revitalization. ................................................................................... 10 Chinuk Wawa .......................................................................................................................................... 11 History of Chinuk Wawa. .................................................................................................................. 11 Chinuk Wawa revitalization. ........................................................................................................... 13 Existing research and documentation on Chinuk Wawa. ........................................................... 14 Current Chinuk Wawa language programs. .................................................................................. 14 Pre-school and kindergarten immersion programs. ................................................................... 15 Lane Community College adult classes (credit/non-credit)....................................................... 16 Portland community classes. ........................................................................................................... 17 Motivation and Identity ....................................................................................................................... 19 Motivation. ......................................................................................................................................... 19 Identity. ............................................................................................................................................... 23 Guiding Questions .................................................................................................................................. 28 CHAPTER 3 - METHODOLOGY ................................................................................................... 29 Overall Design ........................................................................................................................................ 29 Description of the Case ......................................................................................................................... 30 Context of the study.......................................................................................................................... 30 Role of the researcher....................................................................................................................... 32 Data Collection Procedures .................................................................................................................. 41 Interviews. .......................................................................................................................................... 41 iv Data Analysis Procedures ..................................................................................................................... 47 Pilot study. .......................................................................................................................................... 47 Trustworthiness of Study ..................................................................................................................... 53 CHAPTER 4 - DISCUSSION OF THE DATA ................................................................................. 56 Interview Results ................................................................................................................................... 65 Theme 1: Connection to Pacific Northwest Native culture, the Pacific Northwest region, and to participants’ spirituality. ................................................................... 65 Theme 2: Preservation, maintenance and revitalization of historical knowledge/Chinuk Wawa/Pacific Northwest Native culture. .................................................. 83 Theme 3: Relationships between people/people belonging to a community. ........................ 95 Theme 4: Instrumental motivation – learning Chinuk Wawa as a means to achieve a specific, concrete goal. .................................................................................................... 99 Theme 5: Affective motivation. ..................................................................................................... 106 Theme 6: Self-ascribed identity as a member of the Chinuk Wawa language community. ...................................................................................................................................... 111 Theme 7: Demotivation – reasons for not continuing to learn or teach Chinuk Wawa, or reasons that it was difficult to continue. ....................................................
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