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Indigenous Language, Syilx, Okanagan-Colville, N’Qilxwcn, Interior Salish)

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Indigenous Language, Syilx, Okanagan-Colville, N’Qilxwcn, Interior Salish) n’!"qwcin (clear speech): 1,000 hours to mid-intermediate N’syilxcn proficiency (Indigenous language, Syilx, Okanagan-Colville, n’qilxwcn, Interior Salish) by MICHELE KAY S7imla7xw JOHNSON M.Sc., Simon Fraser University, 1998 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE COLLEGE OF GRADUATE STUDIES (Interdisciplinary Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) November 2013 © Michele Kay S7imla7xw Johnson, 2013 Abstract ! way’, iskwíst (my name is) S!ímla!xw. According to Syilx ways, personal introductions come before any other words. I am Syilx, and related to the Simlas and Richters from Vernon and Ashnola BC. I am an N’syilxcn (n’qilxwcn, Okanagan-Colville, Interior Salish) language learner and teacher. I live in Penticton BC, Canada. Five years ago I arrived in Syilx community to find a critically endangered language and accepted a personal role and responsibility to learn N’syilxcn and teach it to others, as my PhD research. I found allies in w w w beginner intensives: our names are Prasát, C’"r!tups, #! námx" nam and Sta!q álqs. We committed as a cohort to live in an immersion house in Chopaka BC for five months. We were supported by our Elder, S"amtíc’a! (Sarah Peterson), and a language activist from Paul Creek Language Association, Chris Parkin. During one long winter, in 420 intensive hours of study, we transformed from k’lp’xwína! (beginning to hear, approximately beginner) to n’!"qwcin (clear voiced, approximately low-intermediate). I created three films in N’syilxcn, and placed them on YouTube to give primacy to our personal narratives, document our transformation, assess our learning and methods, and share our experience and motivation with language learners. My cohort followed second-language acquisition techniques and curriculum which I believe are replicable in other Indigenous languages. In the following pages I introduce N’syilxcn, my cohort, our language house, Paul Creek curriculum, our three films, our language assessment, and dreams and strategies to become n’t!!cin speakers (straightened speech, advanced). I share pedagogical concepts and methods that support adult Indigenous language acquisition, such as N’syilxcn phases of learning, teaching strategies, language assessment, domains of use, immersion, and the ! ""! transformative power of hard work. I humbly share our experience and my recommendations for Indigenous language learners. One-thousand hours of intensive instruction, following second-language acquisition techniques and honouring our Indigenous contexts, will bring adults to mid-intermediate speech levels. As intermediate speakers, our role and responsibility will become clear: to create immersion workspheres, write advanced materials, teach, and raise children in the language. ! """! c!xit i! sqw"lqwilts way’, isk#$st S%$mla%x#. i% l sq&lxwcawt&t cx%it iks%'m isk#$st u( ikscm!a%m!)y. inqw'psa% i% skw$sts twi% Lucy Ak)t S%$mla%xw tl nk!maplqs. k!l snpintktn ki% kn mut. k!l Rossland BC isnk#! 'l!l!tn. sqilxw u( suy)pix isa*x"#$p. k!ik!&m mi k#u (winm i% n!qilx#cnt&t. naxm(, ta%l$ kn cksxitm$st mi kn scmypnw$(n n!qilx#cn. ax)% q!&y!nt$n iscm!a%m!)y. t&s c&lk(spintk, lut t!a cmyst$n i% naqs i% s%ums i% l n!qilx#cn, nix# lut t!a cmyst$n isn&qs$lx#. p'ti qw&n!qwan!t iscqw&lqw$lt, nax"&m( kn scx"&stwilx. k#u kc$lc&lkst k#u caps$w!s, k#u %imx u( k#u k#liwt cilkst i% x"y)(nx"#, t!i kmax n!qilx#cn i% l citx#t&t. i% sq&lxwskwskw$st&t Pras)t, S%$mla%xw, w w C’&r!tups, #! námx" nam, Sta%qw)lqs, i% +!x"apt&t, S*amt$c!a%, na%( i% s&x#m!a%m!a,ya%m *An!n. S*amt$c’a%, *An!n, na%( Q’#q!#c!w$ya% scq!&y!nt$s&lx i% sc*!a*!)c!s&lx i% l k(yankx-. %ums&lx k(yankx- i% sc*a*!)c!s. k#u scm!a%m!)y!a%x k(yankxo i% sc*a*!)c!s. k#u cq#a%q#%)l, k#u scmypnw$(n n!qilx#cn, k#u x"&stwilx i% scq#a%q#%)lt&t, u( ink!(pa%x ti x"&x"a*l. ka%($s t& syay!)x"a% isck#! u,l!. wtnt$m i% syay!)x"a%t&t l YouTube u( i% scx"m$nkt&t i% ks*aysnw$m i% scm!a%m!)y!a%xt&t na%( p ya*y)*t. ta%l$ x&c!xac!t i% sck#! ul!t&t. ksxan i% tl s%il$%t&t i% l Smx"ikn i% sn%il$%tns, k#u ctix#lm. ix$% u( k#u caps$w!s. k#u (& y*ap il$%, k#u k!lp!x#$na% u( k#u q#lq#lti%st. ksxan i% tl s%il$%t&t, k#u n!(&q#cin, a($% q#amq#&mt k(yankxo, i% sck!#ul!s&lx. pnic$%, k#u (plak i% k!l sq&lqlx#'la%x#t&t. ix$% u( k#u s&c.$c!ya%x t& %ax"#yn i% tl n!qilx#cn, c%xi( t& tupl! i% s*ax"w$ps. ! "$! ax)% iscq!&y!)m i% sck!#ul!t&t, k(yankx- i% sck!#uls&lx, isq%$s u( isck!(p)% ca%k# i% ks(cx#&lx#a,lt i% n!q&lqilx#cnt&t. ax)% i% x"a%tmst$n: cak# k#u ck!#ul!&m t& Smx"ikn i% sn%il$%tnt&t, u( k#u k!aws il$%, mi k#u sk#! a%k#! 'lm %as$l spintk, (k&m! %upnkst x&c&cikst sx"&lak&k), ix$% u( k#u kstix#lm. mi k#u n!(&q#cin. ix$ u( mi k#u q&(nunm k#u cn!qilx#cn&m t!i kmax n!qilx#cn. k#u (& n!(&q#cin, mi ka%k$cm i% c&wcawtet: mi k#u n!qilx#cnm t!i kmax n!qilx#cn i% l sn%m!a%m!aya%tnt&t, i% l sn%k!#&lk!#ul!tnt&t, u( i% l c&tcitx#t&t, mi ksn!t((cina%x i% sc&cm!)la%t&t. ! $! Preface Three of these thesis chapters contain portions of articles either published or accepted for publication. Articles are provided with abstracts, introductions, conclusions and bibliographies removed in accordance with UBC-O thesis guidelines, and some sections have been blended with others to avoid redundancy. An article published by the Canadian Journal of Native Education (CJNE) informed sections in Chapters two and seven; the body of Chapter four will be published by Stabilizing Indigenous languages Symposium (SILS) in their annual proceedings; and the body of Chapter five has been accepted by the Hawaiian online Journal, Language Documentation and Conservation (LD&C). Ethics approval for this research was granted by signed approval of the president of The Paul Creek Language Association, by the director of the Okanagan Nation Alliance, by all participants, and by the University of British Columbia-Okanagan Behavioural Research Ethics Board (H11-00054). ! $"! Table of Contents ! Abstract..................................................................................................................................... ii! Preface ..................................................................................................................................... vi! Table of Contents.................................................................................................................... vii! List of tables ..........................................................................................................................xiii! List of figures......................................................................................................................... xiv! limtmn ya*y)*t (Acknowledgements) ................................................................................... xv! k#u k#ukstp (Dedication).................................................................................................... xvii! Glossary of N’syilxcn terms ................................................................................................xviii! w w Chapter 1: cx!it i% sq "lq ilts (Introduction)........................................................................... 1! Organization of chapters%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%&! Introductions%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%'! i% +!x"apt&t S"amtíc’a! (Our Elder, Sarah Peterson) ........................................................ 9! Chris Parkin and LaRae Wiley ....................................................................................... 10! kwu capsíw’s (we are sisters) .......................................................................................... 11! N’syilxcn and n’qilxwcn%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%(&! The foundation: our N’syilxcn backgrounds .................................................................. 18! t’i kmax n’qilxwcn i! l citxwt"t (our immersion house)%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%)(! Current N’syilxcn revitalization efforts%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%)*! The Paul Creek Language Association (TPCLA) %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%+(! ! $""! Chapter 2: kn #!&x"m*a(: ax)% inc)wt u( isc+a%+%)m (I am Fly: this is my role, responsibility, and research question) ............................................................................................................ 34 ! #!"x,m"a! and the Four Food Chiefs%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%+-! Walls of doubt%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%+.! Committing to Grizzly’s den, as individuals %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-/! The Grizzlies and the boy............................................................................................... 40! sq"lxwcawt"t (our ways)%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-)! w sq&lxwcawt i% l syay!)x"a% (film and sq"lx cawt)............................................................ 46! Captíkw! (Syilx
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