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Sociolinguistic Life of the Itelmen in Kamchatka, Russia in the Context of Language Loss and Language Revitalization

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"ITƏNMƏN”-- "The One Who Exists": Sociolinguistic Life of the Itelmen in Kamchatka, Russia in the Context of Language Loss and Language Revitalization Item Type text; Electronic Dissertation Authors Degai, Tatiana S. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 09/10/2021 05:14:28 Link to Item http://hdl.handle.net/10150/621442 “ITƏNMƏN”—“THE ONE WHO EXISTS”: SOCIOLINGUISTIC LIFE OF THE ITELMEN IN KAMCHATKA, RUSSIA IN THE CONTEXT OF LANGUAGE LOSS AND LANGUAGE REVITALIZATION by Tatiana Degai ____________________________________ Copyright © Tatiana Degai 2016 A Dissertation is Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN AMERICAN INDIAN STUDIES In Partial Fulfillment of the Requirements For The Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2016 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Tatiana Degai, titled “Itənmən” – “The One Who Exists”: Sociolinguistic Life Of The Itelmen In Kamchatka, Russia In The Context Of Language Loss And Language Revitalization and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. ________________________________________________Date: (04/15/2016) Ofelia Zepeda ________________________________________________Date: (04/15/2016) Perry Gilmore ________________________________________________Date: (04/15/2016) Leisy Wyman ________________________________________________Date: (04/15/2016) Benedict J. Colombi Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________Date: (04/15/2016) Dissertation Director: Ofelia Zepeda 2 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. SIGNED: Tatiana Degai 3 ACKNOWLEDGEMENTS This dissertation research has become possible due to the support of many people who went along with me through this process. First of all, I want to thank Itelmen community for supporting me in all my initiatives, and the elders for sharing their priceless knowledge and advice. I am grateful to my family and especially my grandmother, Victoria Petrasheva, and my mother, Yula Vasilieva, for supporting and inspiring me during this journey. I also acknowledge scholars who are deeply dedicated to the development of Itelmen and supported my work as well: Chikako Ono, Jonathan Bobaljik, David Koester, Alexander Volodin, and Viktor Ryzhkov for providing expertize and guidance during this investigation, as well as my doctoral committee-- Ofelia Zepeda, Leicy Wyman, Perry Gilmore, and Ben Colombi-- for going through my dissertation drafts and offering constructive suggestions. I am thankful to my fellow student friends who went through the same experiences as I did during which the encouragement from one other served as a supportive basis to move further in the graduate school. Finally, I want to acknowledge the National Science Foundation for providing funding for Itelmen culture and language oriented research projects, including this dissertation research. 4 DEDICATION To the Itelmen people, those who love to live and remain truthful to being Itelmen. 5 TABLE OF CONTENTS LIST OF TABLES…………………………………………………………………….9 LIST OF FIGURES…………………………………………………………………10 ABSTRACT………………………………………………………………………….11 CHAPTER 1 INTRODUCTION. A RESEARCH FOR AND ABOUT ITELMEN LANGUAGE…………………………………………………………………………12 Objectives and Research Questions ……………………………………………..14 Language Status………………………………………………………………….16 Itelmen Language in Academia: Literature Review……………………………..18 Language Revitalization in Academia: Literature Review………………………29 Methodology and Research Design……………………………………………...34 Observation and Establishment of the Rapport ……………………………37 Interviewing…………………………………………………………………41 Research-Sharing Circle……………………………………………………43 Methods of Recording Data……………………………………………………….45 A Map of the Study…………………………………………………….…….46 Funding and Support……………………………………………………….…….49 Chapter Outline…………………………………………………………….…….50 CHAPTER 2: HISTORY OF ITELMEN LANGUAGE FROM THE FIRST CONTACT UNTIL THE 1980s………………………………………………………………………………………....52 History of the Itelmen Language ……………………………………………………………..54 Pre-Soviet History……………………………………………………………………………...54 Early Soviet Era…………………………………………………………………………………59 Under Stalin Rule……………………………………………………………………………….64 Under Khrushchev’s Rule (1953-1964) and Beyond..…………….……………….69 Elders Remember…………………………………………………………………………………….73 A Story of a Hunter…………………………………………………………………………….75 A Story of Sisters………………………………………………………………………………...79 A Passion for Literature……………………………………………………………………...80 Two Cousins and the Red Cravat…………………………………………………………85 Stories of Less Fluency………………………………………………………………………..88 The Story of a Brave Girl…………………………………………………………………….91 “I Have Learned Enough!” Household Responsibilities and School………….97 Middle-aged Generation as the Knowledge Holders…………………………….102 Discussion……………………………………………………………………………………………..109 CHAPTER 3: ITELMEN LANGUAGE AT THE END OF THE 20TH– BEGINNING OF THE 21ST CENTURIES………………………………………………………………………………….118 “Tkhsanom” Means “Dawn” …………………………………………………………………...118 Revitalization Movement………………………………………………………………….118 The Power of Itelmen Dance……………………………………………………………..122 Krvǝɬxatnom – a Place to Talk…………………………………………………………..128 Look into the Future………………………………………………………………………...129 Indigenous Languages and the Grand Social Change in the Post Soviet Russia ……………………………………………………………………………………………………………..130 6 Indigenous Language Related Legislation…………………………………………...135 Indigenous Languages in the Formal Education…………………………………..138 Practical Solutions and Executive Authorities……………………………………...141 Language Initiatives of Kamchatski Krai…………………………………………….146 There is Always Space for Improvement……………………………………………...148 Institute of the Improvement of Qualification of Pedagogical Personal and Indigenous Language Curriculum in Kamchatka………………………………….150 High-Qualified Specialist – Who is That? …………………………………………….153 The Value of Facultatives in Learning Itelmen Language……………………...157 Discussion……………………………………………………………………………………………..161 CHAPTER 4: I AM PROUD TO BE ITELMEN: POSSIBLE INITIATIVES TO MOVE FORWARD LANGUAGE REVITALIZATION…………………………………………………….167 Itelmen Youth of Kovran……………………………………………………….168 Experiences from Master and Apprentice Language Learning Program…..172 Some Principles of Informal Education…………………………………….177 What Can We Do in Kovran? ………………………………………………178 Principles of the Itelmen Language Learning Circle (ILLC)…………………182 Speaking Itelmen is Normal………………………………………………...184 Language Normalization in the Kindergarten……………………………...188 Language Revitalization in the Urban Setting………………………………….193 Druzhba Severyan…………………………………………………………..195 A Story of a Teacher………………………………………………………...199 Things to Be Changed at the State Level...……………………………………...203 Krvǝɬxatnom Upgrade……………………………………………………………..207 Discussion………………………………………………………………………212 CHAPTER 5: CONCLUSIONS: MAKING SPACES FOR LANGUAGE………..216 “Kŋaloz’a’n ujeret’i’n ŋetełkila’n” – Keepers of the Native Hearth…………...217 Speaking With The Baby……………………………………………………222 BowPed Exercise……………………………………………………………224 Festival of the First Salmon………………………………………………………226 Transforming Language Documentation Data into a User-Friendly Learning Aid …………………………………………………………………………………..227 Ənjcǝ’n ansxa’n – Fish Parts……………………………………………………..228 Xałc mǝncaqałkice’n – Let’s Sing!.................................................................229 Family-Neighborhood-Community……………………………………………..233 APPENDIX A: A List of Interview Questions……………………………………..238 APPENDIX B: A Letter of Support From the Kamchatka Association of Indigenous Peoples of The North.......…………………………………………………………...239 APPENDIX C: A Letter of Support From the Council of Itelmens “Tkhsanom”………………………………………………………………………...240 APPENDIX D: List of People Interviewed ………………………………………..241 APPENDIX E: Examples of Language Immersion Lesson Plans 1 & 2 ………………………………………………………………………………………242 7 APPENDIX F: Program of the Gathering of Itelmen language speakers in 2012…………………………………………………………………………………245 APPENDIX G: Poster “Parts of Fish”………………………...……………………248 REFERENCES……………………………………………………………………...249 8 LIST OF TABLES Table 1. Speakers of Itelmen in
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