Preservation of Distinct Dialects in Nunavt
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STAND-Policy-Handbook-July 2021
POLICY-MAKER/RESEARCHER HANDBOOK: POLICY-MAKER /RESEARCHER HANDBOOK S T A N D C A N A D A HOW TO BE INCLUSIVE OF FIRST NATION, MÉTIS, AND INUIT COMMUNITIES Author: , Policy Prepared July 2021 Version 1. Olaide Bankole Researcher Editor: Diana Anton, Co-Director of 01 Strategic Policy TABLE OF CONTENTS 3. .....................................................................Introduction 4. .............................................General Best Practices 5. ........................Best Practices for Policy-Makers 6. Examples of Positive Policy Making Practices 8. .............................Best Practices for Researchers 11. ...What To Do: A Checklist For Researchers 12. ..........................................................Helpful Resources 14. ............................................................................Conclusion 15. ...............................Appendix A: Key Terminology 02 INTRODUCTION The purpose of this handbook is to identify some basic guidelines for researchers and policy makers wishing to engage meaningfully with First Nation, Métis, and Inuit (FNMI) communities, and provide some resources to begin the process of meaningful inclusion of FNMI voices in policy and research work. In 2015, Canada’s Truth and Reconciliation Committee (TRC) released Calls to Action specifying specific actions Canadians should take to begin the process of reconciliation with First Nations, Métis, and Inuit people. Researchers and policymakers have substantial opportunities to do the work of reconciliation when it comes to creating -
Of the Inuit Bowhead Knowledge Study Nunavut, Canada
english cover 11/14/01 1:13 PM Page 1 FINAL REPORT OF THE INUIT BOWHEAD KNOWLEDGE STUDY NUNAVUT, CANADA By Inuit Study Participants from: Arctic Bay, Arviat, Cape Dorset, Chesterfield Inlet, Clyde River, Coral Harbour, Grise Fiord, Hall Beach, Igloolik, Iqaluit, Kimmirut, Kugaaruk, Pangnirtung, Pond Inlet, Qikiqtarjuaq, Rankin Inlet, Repulse Bay, and Whale Cove Principal Researchers: Keith Hay (Study Coordinator) and Members of the Inuit Bowhead Knowledge Study Committee: David Aglukark (Chairperson), David Igutsaq, MARCH, 2000 Joannie Ikkidluak, Meeka Mike FINAL REPORT OF THE INUIT BOWHEAD KNOWLEDGE STUDY NUNAVUT, CANADA By Inuit Study Participants from: Arctic Bay, Arviat, Cape Dorset, Chesterfield Inlet, Clyde River, Coral Harbour, Grise Fiord, Hall Beach, Igloolik, Iqaluit, Kimmirut, Kugaaruk, Pangnirtung, Pond Inlet, Qikiqtarjuaq, Rankin Inlet, Nunavut Wildlife Management Board Repulse Bay, and Whale Cove PO Box 1379 Principal Researchers: Iqaluit, Nunavut Keith Hay (Study Coordinator) and X0A 0H0 Members of the Inuit Bowhead Knowledge Study Committee: David Aglukark (Chairperson), David Igutsaq, MARCH, 2000 Joannie Ikkidluak, Meeka Mike Cover photo: Glenn Williams/Ursus Illustration on cover, inside of cover, title page, dedication page, and used as a report motif: “Arvanniaqtut (Whale Hunters)”, sc 1986, Simeonie Kopapik, Cape Dorset Print Collection. ©Nunavut Wildlife Management Board March, 2000 Table of Contents I LIST OF TABLES AND FIGURES . .i II DEDICATION . .ii III ABSTRACT . .iii 1 INTRODUCTION 1 1.1 RATIONALE AND BACKGROUND FOR THE STUDY . .1 1.2 TRADITIONAL ECOLOGICAL KNOWLEDGE AND SCIENCE . .1 2 METHODOLOGY 3 2.1 PLANNING AND DESIGN . .3 2.2 THE STUDY AREA . .4 2.3 INTERVIEW TECHNIQUES AND THE QUESTIONNAIRE . .4 2.4 METHODS OF DATA ANALYSIS . -
Report of Members' Absences from Sittings of the House
REPORT OF MEMBERS' ABSENCES FROM SITTINGS OF THE HOUSE AND MEETINGS OF COMMITTEES AND CAUCUSES TO THE MEMBERS OF THE LEGISLATIVE ASSEMBLY OF NUNAVUT For the period: July 1, 2019 to December 31, 2019 ` Pursuant to section 36 of the Legislative Assembly and Executive Council Act Legislative Assembly of Nunavut Report of Members' Absences from Sittings of the House Members of the 5th Legislative Assembly July 1, 2019 to December 31, 2019 Sitting Official Constituency Member Medical Other Total Days Business Absent ~ Total Days Absent ~ Aggu Quassa Paul 3.0 0.0 0.0 3.0 3.0 Aivilik Netser Patterk 0.0 0.0 0.0 0.0 0.0 Amittuq Kaernerk Joelie 6.0 0.0 0.0 6.0 6.0 Arviat North - Whale Cove Main John 0.0 0.0 0.0 0.0 0.0 Arviat South Savikataaq Joe 0.0 0.0 0.0 0.0 0.0 Baker Lake Mikkungwak Simeon 0.0 0.0 0.0 0.0 0.0 Cambridge Bay Ehaloak Jeannie 0.0 0.0 0.0 0.0 0.0 Gjoa Haven Akoak Tony 1.0 0.0 0.0 1.0 1.0 Hudson Bay Rumbolt Allan 0.0 0.0 0.0 0.0 0.0 Iqaluit - Manirajak Arreak-Lightstone Adam 1.0 0.0 0.0 1.0 1.0 Iqaluit - Niaqunnguu Angnakak Pat 0.0 0.0 0.0 0.0 0.0 Iqaluit - Sinaa Sheutiapik Elisapee 16.0 0.0 0.0 16.0 16.0 Iqaluit -Tasiluk Hickes George 0.0 0.0 0.0 0.0 0.0 Kugluktuk Kamingoak Mila 3.0 0.0 0.0 3.0 3.0 Netsilik Qirngnuq Emiliano 0.0 0.0 0.0 0.0 0.0 Pangnirtung Nakashuk Margaret 0.0 0.0 0.0 0.0 0.0 Quttiktuq Akeeagok David 0.0 0.0 0.0 0.0 0.0 Rankin Inlet North - Chesterfield Inlet Towtongie Cathy 0.0 0.0 0.0 0.0 0.0 Rankin Inlet South Kusugak Lorne 0.0 0.0 0.0 0.0 0.0 South Baffin Joanasie David 0.0 0.0 0.0 0.0 0.0 Tununiq Qamaniq David 1.0 0.0 0.0 1.0 1.0 Uqqummiut Keyootak Pauloosie 0.0 0.0 0.0 0.0 0.0 Notes: Management and Services Board (MSB), Regular Members' Caucus (RMC) and Full Caucus (FC) are held on Sessional and Committee Meeting Days. -
Innu-Aimun Legal Terms Kaueueshtakanit Aimuna
INNU-AIMUN LEGAL TERMS (criminal law) KAUEUESHTAKANIT AIMUNA Sheshatshiu Dialect FIRST EDITION, 2007 www.innu-aimun.ca Innu-aimun Legal Terms (Criminal Law) Kaueueshtakanit innu-aimuna Sheshatshiu Dialect Editors / Ka aiatashtaht mashinaikannu Marguerite MacKenzie Kristen O’Keefe Innu collaborators / Innuat ka uauitshiaushiht Anniette Bartmann Mary Pia Benuen George Gregoire Thomas Michel Anne Rich Audrey Snow Francesca Snow Elizabeth Williams Legal collaborators / Kaimishiht ka uitshi-atussemaht Garrett O’Brien Jason Edwards DEPARTMENT OF JUSTICE GOVERNMENT OF NEWFOUNDLAND AND LABRADOR St. John’s, Canada Published by: Department of Justice Government of Newfoundland and Labrador St. John’s, Newfoundland and Labrador, Canada First edition, 2007 Printed in Canada ISBN 978-1-55146-328-5 Information contained in this document is available for personal and public non-commercial use and may be reproduced, in part or in whole and by any means, without charge or further permission from the Department of Justice, Newfoundland and Labrador. We ask only that: 1. users exercise due diligence in ensuring the accuracy of the material reproduced; 2. the Department of Justice, Newfoundland and Labrador be identified as the source department; 3. the reproduction is not represented as an official version of the materials reproduced, nor as having been made in affiliation with or with the endorsement of the Department of Justice, Newfoundland and Labrador. Cover design by Andrea Jackson Printing Services by Memorial University of Newfoundland Foreword Access to justice is a cornerstone in our justice system. But it is important to remember that access has a broad meaning and it means much more than physical facilities. One of the key considerations in delivering justice services in Inuit and Innu communities is improving access through the use of appropriate language services. -
Language in the USA
This page intentionally left blank Language in the USA This textbook provides a comprehensive survey of current language issues in the USA. Through a series of specially commissioned chapters by lead- ing scholars, it explores the nature of language variation in the United States and its social, historical, and political significance. Part 1, “American English,” explores the history and distinctiveness of American English, as well as looking at regional and social varieties, African American Vernacular English, and the Dictionary of American Regional English. Part 2, “Other language varieties,” looks at Creole and Native American languages, Spanish, American Sign Language, Asian American varieties, multilingualism, linguistic diversity, and English acquisition. Part 3, “The sociolinguistic situation,” includes chapters on attitudes to language, ideology and prejudice, language and education, adolescent language, slang, Hip Hop Nation Language, the language of cyberspace, doctor–patient communication, language and identity in liter- ature, and how language relates to gender and sexuality. It also explores recent issues such as the Ebonics controversy, the Bilingual Education debate, and the English-Only movement. Clear, accessible, and broad in its coverage, Language in the USA will be welcomed by students across the disciplines of English, Linguistics, Communication Studies, American Studies and Popular Culture, as well as anyone interested more generally in language and related issues. edward finegan is Professor of Linguistics and Law at the Uni- versity of Southern California. He has published articles in a variety of journals, and his previous books include Attitudes toward English Usage (1980), Sociolinguistic Perspectives on Register (co-edited with Douglas Biber, 1994), and Language: Its Structure and Use, 4th edn. -
Fact Sheets French, Arabic, Simplified and Traditional Chinese, Somali, Spanish
Translated COVID-19 Resources – September 24, 2020 Page 1 of 4 COVID-19 Resources Available in Multiple Languages Please note that not all resources will be appropriate for the local context. Government of Canada (all webpages available in French) Awareness resources are available in the following languages: Arabic, Bengali, Simplified or Traditional Chinese, Cree, Dene, Farsi, German, Greek, Gujarati, Hindi, Innu-Aimun, Inuinnaqtun, Inuktitut (Nunavik), Italian, Korean, Michif, Mikmaq, Ojibwe Eastern and Western, Oji-Cree, Polish, Portuguese, Punjabi, Romanian, Russian, Somali, Spanish, Tagalog, Tamil, Ukrainian, Urdu, Vietnamese Relevant Resources (selected) Languages About COVID-19 All Reduce the spread of COVID-19: Wash All your hands infographic How to care for a child with COVID-19 at All home: Advice for caregivers Physical distancing: How to slow the All except Bengali, Romanian or spread of COVID-19 Vietnamese COVID-19: How to safely use a non- All except Bengali, Traditional Chinese, medical mask or face covering (poster) Greek, Gujarati, Polish, Romanian, Urdu or Vietnamese How to quarantine (self-isolate) at home All except Bengali, Traditional Chinese, when you may have been exposed and Greek, Gujarati, Polish, Romanian, Urdu have no symptoms or Vietnamese Government of Ontario (all webpages available in French) Relevant Resources Languages COVID-19: Reopening schools and child French, Simplified and Traditional care Chinese, Farsi, Greek, Gujarati, Hindi, Italian, Korean, Polish Punjabi, Spanish, Tamil, Ukrainian, Urdu 519-822-2715 -
KIA Language Framework
KIA Language Framework Revitalizing Inuit Language in the Qitirmiut Region - Final Report - RT Associates August 2011 KIA Language Framework Table of Contents Executive Summary ................................................................................................................ i 1 Introduction .................................................................................................................. 1 2 Background................................................................................................................... 4 3 Qitirmiut Language Landscape ................................................................................. 11 4 Lessons from Other Jurisdictions .............................................................................. 16 5 What People Told Us.................................................................................................. 22 6 Analysis & Recommendations .................................................................................. 28 7 KIA Language Framework ......................................................................................... 31 Note to the Reader: We have used the term ‘Inuit Language’ to refer to the different Inuit language dialects used throughout the Qitirmiut Region including Innuinaqtun in the West communities and Nattilingmiutut in the East communities. RT Associates August 2011 KIA Language Framework Executive Summary Executive Summary Introduction In January 2011 KIA contracted consultants (RT Associates) to develop a KIA Language -
Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
INUVIALUIT LANGUAGE and IDENTITY: PERSPECTIVES on the SYMBOLIC MEANING of INUVIALUKTUN in the CANADIAN WESTERN ARCTIC by Alexand
INUVIALUIT LANGUAGE AND IDENTITY: PERSPECTIVES ON THE SYMBOLIC MEANING OF INUVIALUKTUN IN THE CANADIAN WESTERN ARCTIC by Alexander C. Oehler B.A., University of Northern British Columbia, 2010 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN INTERDISCIPLINARY STUDIES UNIVERSITY OF NORTHERN BRITISH COLUMBIA July 2012 © Alexander C. Oehler, 2012 Abstract: The revitalization of ancestral languages has been an issue of great concern to Aboriginal communities across North America for several decades. More recently, this concern has also found a voice in educational policy, particularly in regions where Aboriginal land claims have been ratified, and where public schools fall under a mandate to offer curricula that meet the needs of Aboriginal students. This research seeks to explore the cultural significance of Inuvialuktun, a regional Inuit language comprised of three distinct dialects traditionally spoken by the Inuvialuit of the northern Northwest Territories, Canada. More specifically, the research seeks to examine the role of current Inuvialuktun language revitalization efforts in the establishment of Inuvialuit collective and individual identities across several age groups. Tying into the sociolinguistic discourse on ancestral language revitalization in North America, the research seeks to contribute a case study from a region underrepresented in the literature on language and identity. The applied aim of the study is to provide better insight on existing language ideologies and language attitudes subscribed to by current and potential learners of Inuvialuktun in the community of Inuvik, NWT. Data obtained by the study is intended to aid local and territorial language planners in identifying potential obstacles and opportunities regarding language learner motivation. -
Volume 36, No. 4 Winter 2013
Volume 36, No. 4 Winter 2013 Journal of the Commonwealth Parliamentary Association, Canadian Region Regional Executive Committee, CPA (December 5, 2013) PRESIDENT REGIONAL REPRESENTATIVES Gene Zwozdesky, Alberta Russ Hiebert, Federal Branch Ross Wiseman, Newfoundland and Labrador FIRST VICE-PRESIDENT Gene Zwozdesky, Alberta Dale Graham, New Brunswick CHAIR OF THE CWP, CANADIAN SECTION SECOND VICE-PRESIDENT (Commonwealth Women Parliamentarians) Linda Reid, British Columbia Myrna Driedger, Manitoba PAST PRESIDENT EXECUTIVE SECRETARY-TREASURER Jacques Chagnon, Québec Blair Armitage Members of the Regional Council (December 5, 2013) HOUSE OF COMMONS SENATE Andrew Scheer, Speaker Noël Kinsella, Speaker Audrey O’Brien, Clerk Gary O’Brien, Clerk ALBERTA NOVA SCOTIA Gene Zwozdesky, Speaker Kevin Murphy, Speaker David McNeil, Secretary Neil Ferguson, Secretary BRITISH COLUMBIA ONTARIO Linda Reid, Speaker Dave Levac, Speaker Craig James, Secretary Deborah Deller, Secretary CANADIAN FEDERAL BRANCH PRINCE EDWARD ISLAND Joe Preston, Chair Carolyn Bertram, Speaker Elizabeth Kingston, Secretary Charles MacKay, Secretary MANITOBA QUÉBEC Daryl Reid, Speaker Jacques Chagnon, Speaker Patricia Chaychuk, Secretary Catherine Durepos, Secretary NEW BRUNSWICK SASKATCHEWAN Dale Graham, Speaker Dan D’Autremont, Speaker Donald Forestell, Secretary Gregory Putz, Secretary NEWFOUNDLAND AND LABRADOR NORTHWEST TERRITORIES Ross Wiseman, Speaker Jackie Jacobson, Speaker Sandra Barnes, Secretary Tim Mercer, Secretary NUNAVUT YUKON George Qulaut, Speaker David Laxton, Speaker John Quirke, Secretary Floyd McCormick, Secretary The Canadian Parliamentary Review was founded in 1978 to inform Canadian legislators about activities of the federal, provincial and territorial branches of the Canadian Region of the Commonwealth Parliamentary Association and to promote the study of and interest in Canadian parliamentary institutions. Contributions from legislators, former members, staff and all other persons interested in the Historic postcard image showing objectives of the Review are welcome. -
A Nthropology N Ew Sletter
Special theme: Languages and Linguistics at an Ethnological Museum National Museum of Language is a window into the human mind and reflects human activities, Ethnology while linguistics is an academic field where languages are analyzed from a scientific view-point. As an ethnological museum, Minpaku has a strong focus Osaka on fieldwork, which is necessary for linguists and ethnologists to study languages and learn about human beings and their diversity. Essays in this Number 39 issue present glimpses of the thoughts of linguists at Minpaku who combine linguistic fieldwork and later analysis at their desks. What is unique to December 2014 researchers at Minpaku, however, is that we are also involved with exhibitions for the public and have everyday communication with Anthropology Newsletter anthropologists in other fields. Languages do not exist without humans and humans do not exist without language. We believe that linguistic research is a good starting point on the path to a better understanding of who we are. MINPAKU Yak and Pig, Glacier and Sea Noboru Yoshioka National Museum of Ethnology Why do many Japanese-language dictionaries contain the word yaku [jakɯ] ‘yak’? When I was in the field, this question all of a sudden struck me. To make sure that my facts were correct, I checked the desktop dictionaries that I was carrying — a pocket-size dictionary published in 1979, a student dictionary published in 1996, and one Contents published in 2008 — and confirmed that all of these actually contained Languages and Linguistics the word as I had thought. Living in at an Ethnological Museum Japan, it is hard to see real yaks. -
THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies
2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �