Together with the the Elder Children Project
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“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. -
Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11P.; for Complete Volume, See FL 025 251
DOCUMENT RESUME ED 419 409 FL 025 252 AUTHOR Anderson, Gregory D. S. TITLE Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11p.; For complete volume, see FL 025 251. PUB TYPE Journal Articles (080) Reports Research (143) JOURNAL CIT Kansas Working Papers in Linguistics; v22 n2 p1-10 1997 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *American Indian Languages; Contrastive Linguistics; Language Patterns; *Language Research; Language Variation; *Linguistic Theory; Number Systems; *Salish; *Structural Analysis (Linguistics); Uncommonly Taught Languages ABSTRACT A salient characteristic of the morpho-lexical systems of the Salish languages is the widespread use of reduplication in both derivational and inflectional functions. Salish reduplication signals such typologically common categories as "distributive/plural," "repetitive/continuative," and "diminutive," the cross-linguistically marked but typically Salish notion of "out-of-control" or more restricted categories in particular Salish languages. In addition to these functions, reduplication also plays a role in numeral systems of the Salish languages. The basic forms of several numerals appear to be reduplicated throughout the Salish family. In addition, correspondences among the various Interior Salish languages suggest the association of certain reduplicative patterns with particular "counting forms" referring to specific nominal categories. While developments in the other Salish language are frequently more idiosyncratic and complex, comparative evidence suggests that the -
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. -
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. -
Towards an Rnalysis of Syllable Structure in Nxa?Amxclnl with Respect to Syllabification and Should, Therefore, Be Considered a Resonant
114 Towards an Rnalysis of Syllable Structure in Nxa?amxclnl with respect to syllabification and should, therefore, be considered a resonant. Following Bagemihl (1991), we argue that unsyllabified stops are prosodically Marie Louise Willett licensed by a mora node. (The status of fricatives is still unclear). Finally, we argue Ewa Czaykowska-Higgins that Nxa?amxcln has two types of inserted vowels: schwa is epenthetic and obligatory University of Victoria in those environments in which it is required to prosodically license unsyllabified resonants and to bear stress; it is excrescent and optional in all other positions, Introduction serving as a release for obstruents, and as a transitional element between syllables. The paper is organized as follows. Since. schwas play such an important role in Salish languages are well known for having long and complex consonant the grammar of syllable structure we begin in section 1.0 by briefly laying out the clusters. Consequently the languages· have for many years been of interest to those difference between schwa and other vowels and· distinguishing between epenthesis studying universal properties of syllable structure. Some of the earliest work on and excrescence. Section 2.0 provides the principal arguments for the CVC bimoraic Salish syllables focussed on Nuxalk (Bella Coola) and ranged from an account which syllable. Section 3.0 discusses unsyllabified consonants, arguing for epenthesis assumed that the language has no syllable stracture (Newman 1947) to one which before resonants, and moraic licensing of stops. Section 4.0 discusses excrescent assumed that all segments are potentially syllabiC (Hoard 1978). More recently, schwas in more detail. -
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 -
A Bibliography of Salish Linguistics
A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Northwest Journal of Linguistics 2.3 A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Abstract This bibliography lists materials (books, articles, conference papers, etc.) on Salish linguistics. As such, it mainly contains grammars, dictionaries, text collections and analyses of individual topics, but it also lists anthropological studies, curriculum materials, text collections in translation, and general survey works that have a sufficiently large Salish linguistic content. Criteria for inclusion of items, and the general methodology for assembling a bibliography of this kind, are discussed in the introduction. The work concludes with a list of abbreviations and a language-based index. This bibliography should be of use to linguists, particularly Salishists, but also to anthropologists and curriculum developers. The bibliography is essentially a sequel to Pilling 1893 (listed in the bibliography), although a number of items listed in that older source are also included here. KEYWORDS: Salish languages and dialects; Salish language family; bibliography; language index Northwest Journal of Linguistics 2.3:1–128 (2008) Table of Contents Introduction 4 Restrictions and criteria 5 General principles 8 The Salish conferences 9 Caveats and disclaimer 9 Salish languages and dialects 10 Bibliography of Salish Linguistics 13 Abbreviations 116 Appendix: Language Index 118 Northwest Journal of Linguistics 2.3:1–128 (2008) A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Introduction. The following is a selected bibliography of those books and articles that deal with the description and analysis of Salish languages. -
Kamloops Chinúk Wawa, Chinuk Pipa, and the Vitality of Pidgins
Kamloops Chinúk Wawa, Chinuk pipa, and the vitality of pidgins by David Douglas Robertson B.A., Columbia University, 1988 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Department of Linguistics © David Douglas Robertson, 2011 University of Victoria All rights reserved. This dissertation may not be reproduced in whole or in part, by photocopying or other means, without the permission of the author. ii Kamloops Chinúk Wawa, Chinuk pipa, and the vitality of pidgins by David Douglas Robertson B.A., Columbia University, 1988 Supervisory Committee Dr. Ewa Czaykowska-Higgins, Supervisor (Department of Linguistics, University of Victoria) Dr. Sarah Grey Thomason, Departmental Member (Department of Linguistics, University of Victoria; University of Michigan) Dr. Wendy Wickwire, Outside Member (Department of History, University of Victoria) iii Supervisory Committee Dr. Ewa Czaykowska-Higgins, Supervisor (Department of Linguistics, University of Victoria) Dr. Sarah Grey Thomason, Departmental Member (Department of Linguistics, University of Victoria; University of Michigan) Dr. Wendy Wickwire, Outside Member (Department of History, University of Victoria) Abstract This dissertation presents the first full grammatical description of unprompted (spontaneous) speech in pidgin Chinook Jargon [synonyms Chinúk Wawa, Chinook]. The data come from a dialect I term ‘Kamloops Chinúk Wawa’, used in southern interior British Columbia circa 1900. I also present the first historical study and structural analysis of the shorthand-based ‘Chinuk pipa ’ alphabet in which Kamloops Chinúk Wawa was written, primarily by Salish people. This study is made possible by the discovery of several hundred such texts, which I have transliterated and analyzed. The Basic Linguistic Theory-inspired (cf. -
The Typology of PIE Syllabic Sonorants
Indo-European Linguistics 1 (2013) 3–67 brill.com/ieul The Typology of PIE Syllabic Sonorants Adam I. Cooper* Northeastern University, Boston, MA [email protected] Abstract One of the most prominent features of reconstructed PIE phonology is sonorant syllab- icity: sonorant consonants function as syllable peaks when, generally speaking, they are not adjacent to a vowel. The general acceptance of this phenomenon in its various con- tours has persisted (see e.g. Mayrhofer 1986, Fortson 2009, Meier-Brügger 2010, Weiss 2011, etc.), despite the absence, for the most part, of any attempt to ascertain its credi- bility along the cross-linguistic dimension. In this paper, we evaluate the reconstructed PIE system from precisely this perspective. In comparing the established properties of PIE syllabic sonorants—including their distribution across words and morphemes, the complexity of their syllable margins, their participation in prosodic phenomena, their morphophonological alternation, and the directionality of their vocalization—against a survey of syllabic consonants across the languages of the world, we demonstrate the typological plausibility of the reconstruction, and so reinforce the confidence with which it has been maintained. Keywords PIE – sonorants – syllabicity – typology – directionality * Thanks to Michael Weiss, Alan Nussbaum, Draga Zec, Sam Tilsen, participants at the 31st meeting of the East Coast Indo-European Conference and the 2013 Craven Seminar, and two anonymous reviewers for their insightful comments and questions in the preparation of this paper. © adam i. cooper, 2014 | doi: 10.1163/22125892-00101002 This is an open access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported (CC-BY-NC 3.0) License. -
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.