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Reclaiming Kwak'wala Through Co-Constructing Gwanti'lakw's Vision

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Reclaiming Kwak'wala Through Co-Constructing Gwanti'lakw's Vision Reclaiming Kwak’wala Through Co-constructing Gwanti’lakw’s Vision by Laura Cranmer BA in English, The University of Victoria, 1997 MA in Curriculum Studies, The University of Victoria, 2002 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language and Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) November 2015 © Laura Cranmer, 2015 Abstract This dissertation is a self-study about my attempt to re-claim my heritage language of Kwak’wala. As a critically endangered language, the First Peoples’ Cultural Council Report on the Status of BC First Nations Languages 2014 found that of a population of 7,309 Kwakwaka’wakw reporting to the council about numbers of fluent and semi-fluent Kwak’wala speakers, there are only 160 fluent speakers with approximately 497 identified semi-speakers. I have written from a critical Indigenous Studies stance, drawing from compatible fields such as narrative inquiry and auto-ethnography, and second language acquisition (SLA) theories as well as the growing field of identity theory and heritage language learning within SLA. Further, I asked for and received permission from three Kwakwaka’wakw First Nations to interview fluent Kwak’wala speakers in response to a sampling of photographs from my paternal grandmother Gwanti’lakw’s archive. As a teenager and young mother, she took many photos of our relatives who originated from our large clan with connections to far flung villages within the territory. Gwanti’lakw was responsible for my care as an infant, and during my formative years, and for a while I knew her as Mom until I grew older and could understand my true beginnings and place in our family. Through an autoethnographic narrative and analysis, I provide a reflection on my engagement with Kwak’wala and its speakers and my own identity as a language learner attempting to reclaim Kwak’wala. As an adult learner, I apply my print literacy skills to phonological memories from my childhood in order to deepen my understanding of the how Kwak’wala works grammatically, lexically and syntactically. ii Preface Employing methods of narrative inquiry (creative non-fiction) and autoethnography, this self- study conveys important benchmarks in my life as a ’Namgis woman attempting to deepen my understanding and increase my Kwak’wala speech production. As such, my story begins with my ’Namgis Ancestor Story as recounted by my paternal grandfather, Dan Cranmer. My ancestor story is the door opener to my deeply personal story shared in my Residential School Survivor Statement that precedes my formal Introduction. The spirit of my ancestor Namxxalagayu (I have come to know later in life) eclipses and swallows the pain of my personal story and allows me access to the courage and energy I need to continue the journey I have begun. I recognize my story is not only mine, but like a strong tide or river current, it pulls into its depths those who have touched my life whether positively or negatively. Out of deference to the sensitivities of beloved relatives, I have taken out certain passages in my Survivor Statement and emphasize that the devices of the creative writer to express my story, which is specific and unique to my life experience, inform the italicized creatively written sections. The Kwak’wala sections are presented in the First Nations Unicode font as well as the U’mista font. Finally, any omissions or errors are mine alone. University of British Columbia Behavioural Research Ethics Board Certificate Number H11-03323 iii Table of Contents Abstract .......................................................................................................................................... ii Preface ........................................................................................................................................... iii Table of Contents ......................................................................................................................... iv List of Figures ............................................................................................................................... vi Acknowledgements ..................................................................................................................... vii Dedication ..................................................................................................................................... ix Ancestor Story ............................................................................................................................... 1 Residential School Survivor Statement ....................................................................................... 3 Chapter 1: Introduction Returning to Myself: My Personal and Academic Story and Goals ................. 11 Chapter 2: Theoretical Frameworks ....................................................................................... 23 2.1 Indigenous Studies ......................................................................................................... 23 2.2 Indigenous Stories and Ways of Knowing .................................................................... 28 2.3 Disrupting the Colonial Gaze: Gwanti’lakw’s Photos .................................................. 36 2.4 Socioculturally-oriented Second Language Acquisition Theories ................................ 45 2.5 Identity ........................................................................................................................... 48 2.6 Heritage Language Learning, Indigenous Languages, and Identity ............................. 60 2.7 Ways Forward (and Back) ............................................................................................. 69 2.8 Oracy and Print Literacy ................................................................................................ 74 2.9 Oral/Literate Binary Theme ........................................................................................... 82 2.10 Shame Theme ................................................................................................................ 88 2.11 Continua of Biliteracy Frame ........................................................................................ 97 iv Chapter 3: Research Methods ................................................................................................ 104 3.1 Narrative Inquiry .......................................................................................................... 108 3.2 Autoethnography .......................................................................................................... 112 3.3 Indigenous Autoethnographies .................................................................................... 117 3.4 Ethical Research in Indigenous Communities ............................................................ 127 3.5 Photo-Elicitation as Method ........................................................................................ 133 3.7 Reflections ................................................................................................................... 155 Chapter 4: Dax’idzu nuyam dɬu a’eda’aka nuyam Abduction Stories and Reclamation Stories ...................................................... 158 4.1 Mixalaxdan legan tsatsadagama / I Dreamt I Was Again a Little Girl ...................... 161 4.2 Mixalaxdan legan olakala katinuxw / I Dreamt I Was a Really Good Writer ........... 176 4.3 Mixalaxdan legan olakala la kan yakantale / I Dreamt I Was a Good Speaker ......... 184 Chapter 5: Conclusion .............................................................................................................. 190 5.1 Discussion .................................................................................................................... 190 5.2 Future Considerations for Indigenous Heritage Language Research ......................... 193 References .................................................................................................................................. 203 v List of Figures Figure 1.1 Language map ............................................................................................................. 17 Figure 2.1 Gwanti’lakw with seal ................................................................................................. 44 Figure 3.1 Sunny! ........................................................................................................................ 132 Figure 3.2 Dzawadi ..................................................................................................................... 140 Figure 3.3 Girlfriends .................................................................................................................. 142 Figure 3.4 What is your name? ................................................................................................... 150 Figure 3.5 Different names ......................................................................................................... 151 Figure 3.6 Names, memory and the land .................................................................................... 152 Figure 4.1 A tear of the moon ..................................................................................................... 172 Figure 4.2 Letter from the government ....................................................................................... 174 Figure 4.3 Kindergarten
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