Our Languages, Our Stories Towards the Revitalization and Retention of Indigenous Languages in Urban Environments Discussion Paper The National Association of Friendship Centres gratefully acknowledges the support of the Department of Canadian Heritage. -- 2018 Our Languages, Our Stories Towards the Revitalization and Retention of Indigenous Languages in Urban Environments Discussion Paper National Association of Friendship Centres 275 MacLaren Street Ottawa, Ontario, Canada K2P 0L9 Tel.: 613-563-4844 Toll Free: 1-877-563-4844 Fax: 613-594-3428 [email protected] www.nafc.ca facebook.com/TheNAFC twitter.com/NAFC_ANCA TABLE OF CONTENTS 1 Introduction 1 2 Literature Review 3 2.1 The State of Indigenous languages ..................................................................................3 2.2 Impacts of the loss of language ........................................................................................4 2.3 Importance of Indigenous languages ...............................................................................5 2.4 References to Indigenous Languages in UNDRIP and TRC Calls to Action ..................7 2.4.1 UNDRIP .........................................................................................................................7 2.4.2 Truth and Reconciliation Commission (TRC): Calls to Action ..................................8 2.5 Wise practices for urban language preservation, revitalization and retention ...........9 3 Methodology and Limitations 10 3.1 Methodology ......................................................................................................................10 3.2 Limitations .........................................................................................................................11 4 Sharing Stories about Indigenous Languages in Canada 12 4.1 Indigenous Languages as Sacred and Alive...................................................................12 4.2 Indigenous Languages are tied to Identity and embody culture ................................12 4.2.1 Indigenous Languages Embody a sense of Pride, Community and Belonging .......................................................................................13 4.2.2 Indigenous Languages are connected to the land .................................................13 4.3 Indigenous Languages Promote Health and Wellness ...............................................14 4.3.1 Language is Medicine ................................................................................................14 4.3.2 Community Wellness ................................................................................................15 4.4 Indigenous Language Learning and Preservation is All-Encompassing ...................15 4.4.1 Immersive Learning Environments .........................................................................15 4.4.2 Use Innovative Teaching Strategies ........................................................................16 4.4.3 Policy Considerations ................................................................................................16 iii 4.5 Responsibility and Leadership in Indigenous Language Revitalization.....................17 4.5.1 Elders and Youth ........................................................................................................17 4.5.2 NAFC and Friendship Centres ..................................................................................18 4.5.3 Government ................................................................................................................18 4.5.4 Others ..........................................................................................................................19 4.6 What gets in the way of Indigenous Language learning and teaching ......................19 4.6.1 Critical state of language loss ..................................................................................19 4.6.2 Lack of funding ...........................................................................................................20 4.6.3 Second language learning .........................................................................................20 4.6.4 Lack of access to language learning opportunities ...............................................20 4.6.5 Language Teaching Credential Requirements........................................................20 4.6.6 Shame and Trauma....................................................................................................21 5 Conclusion 22 6 Recommendations 23 6.1 Create a National Institute of Indigenous Languages in Canada. ...............................23 6.2 Conduct a National Indigenous Languages Needs Assessment and Research Project .....................................................................23 6.3 Advocate to make all Indigenous languages official languages in Canada ...............24 6.4 Support Indigenous language signage in urban centres across Canada ...................24 6.5 Establish a federal department of Indigenous languages and education. ................24 6.6 Support Friendship Centres to be Indigenous language learning hubs. ....................25 7 References 26 8 Drum Stories 27 iv Our Languages, Our Stories 1 Introduction I Lost My Talk I lost my talk The talk you took away. When I was a little girl At Shubenacadie school. You snatched it away: I speak like you I think like you I create like you The scrambled ballad, about my word. Two ways I talk Both ways I say, Your way is more powerful. So gently I offer my hand and ask, Let me find my talk So I can teach you about me.1 Mi’kmaq poet Rita Joe penned this poignant poem 40 years ago but the sentiment still rings true for many Indigenous people today. Many studies and reports, from the Royal Commission on Aboriginal Peoples, to the Truth and Reconciliation report stress the vital importance of maintaining and revitalizing Indigenous languages. These languages contain the cultures, ways of being and worldview of Indigenous peoples. The vast majority of Indigenous languages are on the verge of extinction and this loss is keenly felt by Indigenous people across the country, for the loss of a language spells the loss of a distinct people. Efforts are underway in a number of regions, to varying levels of success, to revitalize, remember and teach Indigenous languages to new generations of Indigenous people. Various levels of governments have realized the urgency of this and are supporting Indigenous language initiatives. In late 2016, the Federal Government announced that it would “enact an Indigenous Languages Act, co-developed with Indigenous Peoples, with the goal of ensuring the preservation, protection and revitalization of Métis, Inuit and First Nations languages in Canada”2. 2 Government of Canada. (2017, June 15). Important Step Taken Towards Co-Development of Indigenous Languages Legislation in Meeting Between Government of Canada, Métis, Inuit and First Nations [Press release]. Retrieved from : www.newswire.ca/news-releases/important-step-taken-toward-co-development-of-indigenous-languages-legislation- in-meeting-between-government-of-canada-Métis-inuit-and-first-nations-leaders-628682473.html 1 Canada declared its intention to collaborate on the co- development of this legislation with the Métis Nation, Inuit and First Nations. Throughout the process, the Department of Canadian Heritage indicated it would “also engage with grassroots organizations, urban populations and experts”.3 As part of this engagement, Canadian Heritage is co-developing a web site and reference material as well as information on direct and indirect engagement activities for all interested Indigenous peoples and organizations to participate and provide input. Canadian Heritage plans to introduce the Indigenous Langauges Bill into the House of Commons in the fall of 2018 and seek royal assent in the summer of 2019. Language revitalization is critical, not only in the regions and communities where these ancestral languages emerged, but in cities across Canada because statistics show that more and more Indigenous people are moving to urban centres and yet many want to maintain connections, including language connections to their ancestral homelands. The National Association of Friendship Centres (NAFC) convened an Indigenous Language Symposium on March 27 and 28, 2018 in Ottawa. Representatives from Friendship Centres across Canada were invited to share and discuss Indigenous languages and to contribute to this discussion and provide input into the development of Indigenous language legislation. This discussion paper aims to document and analyze stories from symposium participants about the state of Indigenous languages in the Friendship Centre Movement and in urban centres more broadly. The Symposium provided Friendship Centres with the opportunity to come together, share stories and identify challenges and opportunities. Participants also provided direction to NAFC regarding input into draft Indigenous language legislation. The discussion paper begins with a brief literature review that highlights the importance of Indigenous languages to First Nations, Inuit and Métis across Canada, including references to Indigenous languages in numerous reports over the years, and urban perspectives on the state of Indigenous languages as well as some wise and promising practices for Indigenous language preservation, revitalization and retention. It then moves onto an analysis of the four key themes that emerged from the symposium: