GMT20260317-005025_Recording.cutfile.20260317222940134
Mar 23, 2026 06:08
· 1:32:11
· English
· Whisper Turbo
· 2 speakers
ይህ ትራንስክሪፕት በ 28 ቀናት
ለዘለቄታው ማስቀመጫ ማሻሻል →
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
started and um i'll just say for starters um well thanks all of you for being here right at six
0:08
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and um if any of you feel comfortable having your um camera on it's always nice for a speaker just
0:16
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to see a few faces so if there is any comfort level with that um i'd encourage you to do that
0:23
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but i'm really really excited to um introduce my friend and colleague um to leapmit then glenn jim
0:33
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and glenn is with saint nich from zycom in uh north sanich bc which is just a little bit north of
0:42
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
victoria he grew up listening to stories about the traditional lifestyle of his ancestors and of the
0:50
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
activist work his family did for his people over the last century this cultural worldview encouraged
0:56
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
him to look at the issues and needs of his community as he grew up which led him into helping in those
1:02
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
areas so now he works as a revitalization planning coach at first people's cultural council and he
1:11
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
has extensive experience in navigating complex community dynamics um some of which we've heard
1:18
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
about in some of the the topics we we've covered this this term so far he can provide insight that is
1:25
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
culturally relevant and strength-based he's well versed in thinking big picture discovering the
1:32
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
potential for strategic program growth and plan development and um before i turn it over to glenn i'll also
1:40
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
say um i really encourage you to ask some questions at the end so um maybe keep that in mind
1:48
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
as as glenn's uh talking if you have any um questions that come up hold on to those and we'll have a chance
1:55
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to um get those answered at the end so welcome hi suzanne
2:15
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
quickly i basically just said what suzanne did um talitmiston is the name i was given when i was a
2:22
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
a young young man a teenager and with it came a lot of stories as suzanne was alluding to in the bio
2:33
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um and stories of responsibility stories of of the activism that my my uh grandfathers great
2:45
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
grandfathers were a part of and so it led led me to have an understanding that geez i gotta work hard
2:53
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
just to live up to this name that i've been given so so i've been doing that my entire career um as as
2:59
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you mentioned i live here in say niche um anglos they call it sanich um say hum is the name of the
3:09
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
community i was i'm from um but we're saying it are the people that that i'm a part of um my goodness
3:18
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
like i say my whole career has been working with and for my people um which gives me as uh interesting
3:26
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
insight as to how um we fit into the greater canadian society uh so all of that comes into play when
3:37
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
when we're talking about um language and language i guess language reconciliation in an interesting way
3:45
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
when you look at it from that larger picture um what i'll be chatting with you folks about today is
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
along that lines of language revitalization and what it looks like from my point of view
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so i can forward the ideas ideals of first peoples in terms of language revitalization and the funding of
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
such programs and projects um so again i just want to raise my hands to suzanne for allowing me to
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
share this time with you folks and share the knowledge that i have about language revitalization
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and how i work within that realm um i'm correct on understanding most of you if not all of you are
4:33
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
linguistic students language students in some fashion um but even if you're not and you have a different
4:41
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
arena of of study that doesn't mean that you it's some information that you should be aware of just by
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the mere fact that you you're a part of canada and canadian society as a whole and your generation if
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i look at i'm just from looking at you young folks that are that i can see on screen you're moving into an
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
era of time where language revitalization is a piece of what again as i mentioned the greater ideal
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
of what reconciliation is in reconciliation it takes two two two groups or at least two groups in in
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
canada here we're looking at um the historical aspect of how to fix that one of those things that
5:26
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
need to be fixed is language and because of the loss of language um so many different things are
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
affected and so language revitalization um when you bring it down into the minute scale of community
5:44
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and individuals um historically in canada um language revitalization hasn't been very successful
5:52
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um historically if you ask go into any community and you talk to them about what what language was
6:01
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
has been like oh we had a language class in the evening sometimes and sometimes at our work we were
6:08
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
allowed to take a language class in the morning or maybe during our lunch hour um in our community schools
6:14
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
even and we have a beautiful school if you're ever out near victoria brentwood bay you'll see it when
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you drive by it's the most amazing place but it wasn't always like that historically again we had language
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
classes similar to what you would take in public school system you know x number of minutes of french
6:37
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
x number of times per week well we had that in our school as well now again what that did that make
6:45
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you french fluid no probably not unless you were in french immersion well historically in our communities
6:52
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and in our in our in our in our um programming it made you language aware it meant you could probably
7:00
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
say a phrase introduce yourself you probably knew numbers and colors language awareness not language
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
fluency and so that's how it's been historically in in our communities across canada and bc specifically
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
because i'll i'll speak from that arena because bc is where i do my work um as a language revitalization
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
planning coach so historically things weren't going well with the powers be the smart minds
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
what what can you do individuals such as suzanne here um people of of of of her um thinking this 20
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
some odd years ago 25 years ago they started looking at well what is working so they looked around the
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
world you know and they come you know a lot of these different things that we do now here in bc
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and suzanne may have mentioned this or you may understand this through your own investigation or
8:02
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
research you know bc is one of the hotbeds in canada if not north america for language revitalization
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in terms of the the the work that's getting done um the supports that are offered not just by
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
us as first peoples but the governments in general many organizations are set up just for language
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
revitalization so things if you're going to do it do it here in bc because this is where this is where
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it happens um but it wasn't like that as i mentioned so you know the the language nest the theory
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the theory around mentor master apprentice um you know things like of that nature well who is doing
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it successfully well of course the mahari the the hawaiians you know some of the indigenous nations
8:54
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
down in the u.s um you know different places around the world there's a lot of success happening
9:00
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the saw me in northern europe you know they all had success in doing something for language revitalization
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and they all want to hear the key thing here is immersion you know you may have already heard this
9:15
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
around that um so hence found something successful immersion activities immersion um programming
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and that was a big jump start into the successes and again here in bc we have a number of communities that
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that are successfully um using those methodologies um chief of tom school in chase bc that's where the bc
9:48
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language nests were born in that school you know i guess it would have been been mid 90s if i'm correct
9:54
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
hey suzanne when when they first start developing and i believe it was in the mid 90s so from those models of
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
success you know the immersive activities the mentor apprentice approach as we call it here in bc
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
other other places it will be recognized as the master apprentice approach those things come up start
10:19
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
showing success the adult language houses immersion immersion houses um where adults come together for a
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
specified period of time and they speak in the language you know these these various methods you know
10:34
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
they've shown to work and they all base within the immersive activities but you know i sit there and talk
10:43
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
about language revitalization all day which i can and which i do you know um but what is it when you look
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
at what language revitalization what it's all about as the name implies you're trying to revitalize
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language language but it's even more so than that in in many respects um dr wesley leonard he he he talks
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
about language reclamation which is a greater umbrella um scenario that involves language reclamation
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
where the actions and the context of language use come in comes into play so language revitalization
11:33
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and the greater picture of language reclamation it it starts to create a picture and that's where
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
our work comes in at first people's my work specifically in terms of what that reclamation
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
of not just language but culture because that's what you're really doing you're bringing back to life
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
not just the language but but the activities and the context of which to use that language yes you can
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
use it in modern day and contemporary society but a lot of the teachings and the values that
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
many of the first nations communities have are based on teachings values and many of those things i spoke
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
about when i introduced myself those are guides for an indigenous life and an indigenous lifestyle so
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
when you lose that language you lose those values you lose those teachings and you lose a way of life
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
let me just tell you i'll share one story real quickly about the value of just one word now if you're
12:48
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
familiar with southern vancouver island of course we we have the gulf islands and the san juan islands
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
just immediately adjacent to between here in the mainland now the kose nich people those are our
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
territory that's a part of my territory that's when you come to us if you come to victoria you're
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
probably going to go through my territory to get here the airport smack dab in the middle so historically
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
we're a saltwater people you know the san juan is our as our home base and then throughout the summer
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
months we spent out on the islands um living out there now part of our we have two creation stories
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that we talk about here in kose nich we have of course the physical creation story of of the people
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and that's another story i'm going to get into right now but we have the creation story of the physical
13:48
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
world our physical world now as i mentioned our territory is dotted by islands and in in our story
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
we talk about hells hells is the creator the creator of all things you know whatever however that is to
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you that is the way it is the great hells hells was at odds with the people that were of the day and so
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
there was some disagreements how scooped those individuals up off the land and he started throwing
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
them into the water now in in our world in my language the tateches the tateches is the word for
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
island now it can be used as as the word is you know just a common usage oh i i'm going you know
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
up to the island it's what it is but to carry on my story hells was throwing these individuals out into
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the water but because he was a supernatural being he was able to as soon as they hit the water they
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
transformed into stone and those individuals became the islands that would that we call part of our
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
homelands tateches tateches like i said it means the island but when you break down the word it means a
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
little bit more now hells he was putting these people in the water and they became the islands
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that they are and then he went back to the people that were left and he says these people these islands
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
they're your relatives you take care of those islands as if they are your family because they are your
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
family but in turn they will reciprocate and they will take care of you and they will provide for you
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
as well so click click late just can mean island but also in its direct translation means relatives of
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the deep now so that's in that in that story we learn two things one that words can have multiple meanings
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but multiple um ways of being used in the context so when you decipher that word break it down as as
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
linguists you come up with that meaning in relatives of the deep but it also tells you know a story
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that guides people as well you know you need to take care of your environment you need to
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
watch over and and be a part of it just as much as you know you are a part of it and it will provide
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to you so it's a guide as well just from that one word so the importance is going back to the importance
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
of language revitalization and our roles within it the more that we can offer supports to the communities to
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
revive those words that could get lost to time the more opportunity is to understand a different
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
worldview now you may or may not know this but there's 36 languages here just in bc alone and when
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you think about all across canada there are give or take 70 ish so more than half of the language in
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
canada or here in bc and within those languages there's 90 plus dialects so if you could just
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
imagine the loss that would take place with the languages that we have and so i understand this
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you know i am a part of cultural loss i grew up in a time where my my grandmother was alive
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and her grandmother pre-colonial contact so i was able to hear stories about what it was like before
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
then so i'm i'm a part of that effect of of of language loss i don't speak my language i'm a language
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
aware using the definition i mentioned earlier i can count they i understand definitely a lot more than i
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than i speak so language revitalization it gets complex because you're taking all of that into
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consideration and then you're taking an administrative or an academic process and trying to meld them both
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together and that's where my job as a language planning coach comes into play i have an i have an
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extensive experience as do my colleagues fellow coaches around community um diversity um the
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different different ways communities operate some in a good way some not so good um but we understand
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the dynamics the dynamics that take place within community and familial dynamics of course again when
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when we're working with communities um that plays a big part you know again many of our communities are
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still structured pre-colonial times especially here on the west coast you know where the potlatch system is
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still heavily in place and kinship ties are revered the the hierarchy of of structure and community is still
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very solid in many places so you have to take that into account as well as when you're trying to
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introduce these academic and bureaucratic processes that we that we sometimes have to live with but you
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know again my my role let's see what is what do i do is as i've mentioned a number of times you know i'm a
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language um coach or revitalization planning coach to be to be formal um it means i get to travel
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
a lot as i mentioned you know there's a lot of languages a lot of communities here there's over 200
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
communities in bc alone so i get to travel and go to visit those there's some really good um things about
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
my job that i really enjoy and that's one of them um communication is a big a big piece of my of my
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work i have to be able to communicate in a way that my my communities that i'm supporting um have an
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understanding and i need to be able to understand them in a way again all english but everyone has
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different world views and i'm different looking at and working with a number of different world views out
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there um a big part of my work is to inspire um the community to be able to do the work they do
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
one of the biggest challenge every community has is engaging their membership if there's one challenge
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that is always going to be there is convincing individuals whether it be your generation or my
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generation the older generation um to be a part of it you know some of the older generations
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you know they don't even want to talk about language you know for all those horrific reasons why we
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
don't have language anymore in in our communities one of the one of um one of the things that take
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
place of course is is advisory committees you want to set these up so that you know you have an
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understanding of how your community wants to proceed you know language revitalization planning it's it's a multi-step
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
process um where and again this process looks so different from every community but there's
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
definitely a fun some foundational processes that that need to get done and of course communication is
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is a piece of every process along the way you know um strategic planning again it's a it's a new concept
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it's one of the other um things that were born out of the historical aspect of language uh um
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language classes language lessons language learning historically it was just done oh we'll just run a
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class oh yeah and then see what comes of it and some of the more advanced communities they were able to do
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more than just a class they were inspiring other students to go on to become um university educated
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
around language revitalization those communities had high capacity to be able to do that many communities
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aren't in that position so language revitalization involves um engagement and communicating how
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to change you know you need to change people's mindsets around that you know because language
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learning and you'll hear me say this a lot and because it's something key the language revitalization
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is not an easy process it isn't just having a language class and hoping that you're gonna be
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successful very few times that actually happens um you need buy-in you need to convince other
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individuals to give up you know and this is this is this is a critical piece as well you're you're a young
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family person you're 30 something you've got kids in school you're you know you've got a job you're maybe
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your partner's got a going back to school you've got a life you've got to deal with all these things
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happening in your lives now where am i going to find an hour or two to go to a language class that is
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the question that every community has to has to try and answer where do they find the time to do these
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
things to learn language so it's it's it's a tough call right at the very at the very get go do i give
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up my kids is hockey practice time do i get do i you know not get to participate in this or that
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and instead go to language class and many people make those hard choices and they do they they put
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life on hold and they reinforce their cultural lives and they spend time doing language classes
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or learning language being on the land learning language in the context of its use as i as i mentioned
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and quoted dr weston leonard earlier you're learning language in in the context of its use you want to
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
learn the language of child rearing you immerse yourself around kids and start learning the language
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that you would use during that period of time language of cooking well of course you know learn
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the utensils go into your kitchen and and you learn while you're in the kitchen language on the land hunting
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fishing camping berries medicines all of these different things you try to use language in the
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context and learn language in the context of of those various situations so again language revitalization
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it there's some of those foundational pieces communication assessment like how do you know where to start
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
well you don't know where to start unless you know what you have to begin with or what your needs are
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what your desires are what you have in place what you've done already what are the ages of the kids
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that we're going to be working with how many people do we have in community how many people do we have
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not in community how do we what's the best methods to deliver these lessons so again you're you're doing
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research and assessment of what you have to start with that's one of the that's one of the earlier
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
steps now you've got all this data how do you know what to do with it well of course in all language
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
regardless of your state of language um in your community there's always two things two things that
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you need to to do to start and this is something that most communities will have to start at one if they
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only have a few number a few blank full fluent language speakers well of course one of the first
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
things they need to do is start documenting and recording as much as you have while you still have
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those elders and knowledge holders and those fluent speakers it's always one of the first things many
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
communities they have hundreds and hundreds of hours of tapes and audio and video recordings you need
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
more than that you need continuous continuous amounts so that's one of the first things the
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second thing definitely you need to get is you need to start creating speakers as quickly as possible
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you know because you're going to need teachers you're going to need curriculum developers you're
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going to need all those individuals who need to need to have some language in them to be able to
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teach and there's different methodologies that'll tell you um as soon as you become a learner you can
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become a teacher other methodologies will tell you no you need to learn do this and learn to be fluent
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before you can start teaching so again i'm not going to say which is good or bad because they all can work
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
for their particular context in which they're used um some are great for individuals some are great for
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groups um you know so again i won't get too deep into the different methodologies but with strategic
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planning you need to have a solid foundation to work from again with with with the assessment that
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you've now done now you're walking through your community and you're saying how can we do this
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
well we've got this great infrastructure in place already we have buildings to do it we've got we're well
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
capacity a high capacity community we've got recording studios we've got all of this ready
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and so you start doing all these recordings and you're hosting a mentor apprentice team or maybe
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you've got um an adult language house you're creating speakers almost immediately you know through the
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immersive processes that i mentioned earlier there's another way that can work and help and
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and that's um supporting individuals who already know the language people who are fluent speakers but
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
at some point in their life they had to quit or they just stopped speaking the language and those
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the term for the term for that you may have heard it the silent speakers people people who understand
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and were able to speak at some point but they quit so to fast track one of those individuals you know
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
sometimes for many reasons there's some traumas that keep them from doing that sometimes there's other
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ways but if you can tap into those individuals to help there with their wellness you've got an
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individual who's already a fluent speaker you don't it won't take years and years of learning this
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
individual will still need practice of course because they haven't spoken for a while and then there'll
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
be lots of supports there but that's another way besides um starting off with with with the different
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
lessons and whatnot so now we've got all this data you've got individuals who are being recorded you're
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
creating speakers now what do you do of course well this is when you start gaining information from the
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
community because any any anything you want to do for community needs to be including them because many
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
times in leadership throughout the ages leadership doesn't always know what's right so you ask the people
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so you engage you and get them involved you let them know how important it is or you inspire them to be
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
a part of it remember again part of that challenge for language learners is balance what do i have to give up
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to go and learn my language so again you have to be prepared in in my role i help with options you know i i give
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
ideas um i help with networking other communities who were successful at this all of these different
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
things come into play so you have these advisory committees these engagement sessions people come
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
knowledge holders are going to come together they're going to help guide you not with just putting a plan
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together but they'll guide you as to how to incorporate traditional values and teachings into this
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academic or this bureaucratic process you see one of the things that i start off every pretty much every
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session that i do whether it be a webinar or in-person workshop or whatever the case as i have i've um
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
what's what's the term i i make sure that the individuals who i'm working with have a changed mindset like
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not contemporary canadian eurocentric way of thinking i make them try to think in the world
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of the traditions that they're coming from for example the question i always ask or we ask is what
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is your favorite traditional activity and many of them will talk about you know being on the land or
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hunting or or crafting or or do all these you know um dancing drumming singing all of these different
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
cultural activities medicines and in my world here canoeing is is was my passion growing up and
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
then here on the south coast we raced 50 foot long war canoes like racing war canoes and that was my
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
passion but to do that there are some very traditional practices that i had to learn about different
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medicines for myself the the the taking care of our canoes all of that there's traditional practices so
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in all these other traditional practices that i just asked a question about i asked this individual to
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go into that mindset and many can many find it challenging but what the activity does is it allows
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you to understand that you need to be thinking in a in a traditional mindset and not think of the
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
academic or the bureaucratic processes to do it because again you want your language and your
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language of vitalization to be done in a traditional manner well that's the best way to do it using a
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
traditional mind to do it then it's a challenge it's a balance um i grew up with a couple elders here in in
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sanich who are um politicians you know that provincial and national level politicians and one of the
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
beauty beautiful things that they could do was switch minds like that because and be able to um draw
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equivalents between the two worlds that we live in because we do you know indigenous people live in two
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
worlds it's a fact it's it's it's a challenge and it's something that many are challenged with every
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day and so language revitalization is one of those challenges too because it is you're trying to mix
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
a traditional thing in doing it in an academic or bureaucratic way now that's the hard part so
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
carry on with this language revitalization planning concept there's a lot of things that
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
are involved in it because of the fact that you're here in bc we're dealing with so many different
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
communities and nations well um the idea of um of being able to understand the kind the kind of
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
dynamics that that you're dealing with um it'll it'll always be there and just just the nature of
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
how our society is is is put together but again the strategic planning components um they come into
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
play and they help lay the foundation for those um barriers and challenges because then now that you've
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
got everyone in who has an interest in language revitalization as being trying to be a part of your
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your group or engaged in the work that you're offering them whether it be language lessons language
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classes um whatever the case it is now you have them and from there you try to build successes so you can
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get draw more people in um the term success breed success is truly evident in in language revitalization
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here in the province you know because it always starts off small it always starts off small and people
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see success and they want to be a part of it um here in saanich um we have a community school that
35:58
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just celebrated its 50th anniversary last year it started off as a um you know k-7 um kindergarten
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and nursery school and over the decades it's moved on to now in in saanich here we have
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an english stream from k to 12 which we've been doing for a while but we also have this year
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we're graduating our first cohort of immersion students we started we have k to 12 in our immersion
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stream as well and we have probably about 80 kids in that immersion stream so we have 80 children
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learning synchonathan and so again this year we're going to graduate our first cohort of grade 12s
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these kids they didn't start learning to read and write english until you're in grade four so it was
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really cool to see you know having these these kids and now um you know there are some some babies
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
here in saanich that are learning synchon as their first language it's it's the most amazing feeling
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but it's taken a lot of work to do that and a lot of energy by the moms group back in the early 70s
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you know they took over our our school and formed the kwasanich or at the time the saanich indian
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school board they took it upon themselves and so in language revitalization that's a big part of what
37:29
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what needs to take place as well you have a small core community group willing to put in energy you know
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
get training um you know go the extra mile and in many of our communities um that's what's taking place
37:46
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um you may hear you may hear the joke you may have heard in linguistic circles that language teachers
37:51
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they can never retire they don't it just they just don't you know because they're so valuable to the
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work um they they feel compelled and you know you'll you'll run into many 70 and 80 year old language
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
teachers my my um my kid's grandma up in the yukon she uh she tried to retire three times she couldn't
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because they kept coming back for her um so where are we here my work okay so i go into communities i
38:29
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
there's a few of us um coaches um the concept of of revitalization planning coaches um is to do that you
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know you you may have to um suzanne heard about first people's cultural council and the work that we do
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
what makes us unique in if in canada if not north america for sure is we're of course you know we're
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grant funding agency plus now the plus is is is the big part because again um resources staff such as
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
myself offer one-to-one supports um the the networking that takes place the the training
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opportunities that we offer again very few philanthropical agencies grant funding agencies
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they offer the types of supports that we do they'll ask for they'll ask for an application
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they'll ask for an interim report they'll ask for a report at the end and that's it and again
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that's not how we do it here at first people's you know it's an it's an amazing organization from that
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point of view the supports that we offer because again now that the communities again they're in in
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the revitalization planning process they have the groups now they have buy-in from a small core group
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now it's trying to put the plan together well of course this is where those experts that you might
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that you might have in community come into play there's so many different roles involved in
40:10
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language revitalization in community not just teachers anymore as i was saying you know before
40:16
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it was oh yeah just hand off hand off a note to the language coordinator and say here run a class
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and again so the burden was put on that individual to create curriculum find teachers
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create lessons and again adding adding things to their processes to again to evolve their language
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learning in the communities so what happens when you get to a certain point beyond taking lessons for
40:50
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three or four years what do you do now of course if the community has connections they can create
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relationships and with local universities or colleges which is you know here in victoria we have university
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victoria which our school here in our adult center has got a 20 25 year relationship so our students here
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they can they can they can get certificates bachelors um no diplomas bachelor's and master's degrees in
41:27
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language revitalization just just us it's great so those type sort of things need to take place
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the relationship building so your community can establish a stronger foundation have more capacity to
41:43
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actually run programs so unfortunately in our communities and i see this all the time
41:48
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is we don't have the capacity in so many of our communities to actually run
41:53
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programming and that's a big part of the work that we try to support them with is
41:58
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is the training opportunities to become a language revitalist if you will or language planner
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understanding the process but that's just a small piece of course you know i mentioned earlier at the very
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at the very beginning some of the things that need to get done audio and video technicians
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people who are good at recording um
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you know apps language apps i'm i'm sure suzanne's introduced you to the to the first voices
42:30
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
app again there's so much that can be done in a community to support language revitalization training and
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
capacity building as a big part of that again you you need infrastructure as well you need curriculum
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developers so these are the types of things that a community would have to start developing so say a
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
five-year strategic plan the first couple years is just laying the foundation you know bringing the
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people together finding out the wish list engaging community and then again start like building
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capacity and everyone has a role within this you know whether you're a language coordinator whether
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you're a language director your arts or culture and heritage person within your nation they all have a role
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including community members and leadership all of these individuals say because of the power
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the authorities that they hold can make a very um um wonderful contribution to to this work
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
for example as as a young family or a mid-life family you can make those choices as i mentioned
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
of being a part of language revitalization in your community you know if you grew up with that kind of
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
mindset it that doesn't take much to convince you if you didn't grow up in that mindset well of course
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the balance is you have to you have to really think on those leadership their role within all of this
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
they can create policy they can fast track individuals to to positions they can target
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
with numbers or with finance if if language revitalization cultural revitalization is high
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
on their list of things to do they can they can support it with policy development or training relationships
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um with local local institutions you know colleges universities that sort of thing so there's lots
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of things that everyone can contribute to language revitalization and this is just burdened by
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burdened to the language teachers anymore because again 20 20 years ago 15 years ago for that matter
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the burden was always placed on that single individual now let's you know spread spread the
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spread the burden around so everyone everyone can support light hands or many hands make light work
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
is that the phrase so anyway in regards to um how we do it like it's shared a little bit about what we do and how we do
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it again webinars such as this um online training sessions um learning series we've done a number of
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different learning series on language revitalization the planning process if if we were going to do for
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
a language planning workshop it's three days it's a three-day it's a three-day event and so and again that's
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
when we get right down into the nitty-gritty and the details and and um activities that would support um
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language planning in the community you know there's different ways to engage how do you how do you
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facilitate a meeting what's what are different ways to get information back you know what are the
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various survey methods whether they be online surveys paper surveys dot voting when you have workshops
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all these different different ways of to engage and and get feedback so that's a big part of what our work
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
is as well um as as as coaches is to deliver these services in whatever whatever format um we can
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
again again to support the communities um but we got pretty good during covet let me tell you
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you know we were able to uh we had no clue about online anything you know because you know my co-workers
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and i were kind of old and we don't know about such things we ask you guys but we learned and so yeah
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
covet really did a number on on us especially you know i i did a count of the numbers
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of communities that i visited and like i was saying there's about 200 a little over 205 204
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
first nations here in bc i've probably visited at least 90 of them at least personally in visit
47:18
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
at least 90 of them um if we were to count up all the people who've been represented represented
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
at our workshops um over the last because i've worked with first peoples for about almost eight
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years now in a couple couple months eight years i bet you at least 150 160 of them
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
had representation within the sessions that we've offered so again our our voice is widespread but
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
unfortunately it's still challenging work you know as much as that we you know i i i shouldn't say we i
47:58
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
say that we've touched so many communities the impact of those communities is varied some communities
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
remember i i mentioned earlier a high capacity they're able to do many things um they have the
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
abilities and the resources to be able to do those things that's great you know don't have to do too much
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
with them just guide and teach a little bit on the other end of the spectrum for our work we have
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
goodness sakes um communities who struggle just to even survive and exist as as an entity so we we we
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
work with those folks a little bit more do a lot more training um but i'm i'm just looking at the time
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and i've been talking for a good 45 50 minutes and i'm good at it i go don't get me wrong i'll talk i'll
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
talk you're off if you let me i'll tell you tell you all kinds of stories and go all day but i do want
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to leave some time for some dialogue um questions um comments um and i'd rather do a lot of that than
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
me lecturing and talking to you you know i know my voice is awesome and you know i look pretty good
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to on camera but there's a piece that needs that's telling me that i need to hear from you as well um
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
because again dialogue is a two-way street here so um with that um i'm going to um cut short a little bit
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
of my presentation um and open the floor i want to hear some comments about your thoughts on language
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
revitalization if you have a role in it um why you're taking a linguistics course i'm just curious
49:59
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but um but i i do want to leave some time for questions so um under the react uh button on your
50:10
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
screen there you'll find the raised hand so we'd love to hear from a few of you if you have some
50:17
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
questions or even as glenn said just comments or share a little bit about yourself james we'll start
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
with you uh hello um uh i was wondering um you the language i use uh that you and your people from
50:40
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
saanich speak is from northern straits salish right and then do you have much contact with the
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
those that speak the dialects in um in the states on on some of those other islands um
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i personally don't have that contact no but i do know a number of individuals there's an elder here
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in in in saanich here he regularly travels to bellingham to the lummi nation um and he teaches
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language over there now because we're so close and our territories overlap our languages are very very
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
close in terms of yeah um but i personally don't my my personal connection to them is um more traditional
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in the sense that the names that we carry um two generations back we had one of my grand aunts
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um move move from here to there and carried a lot of things so i have some connection but
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
not not a whole lot of language connection but uh yeah and i'll say james is from courtney
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
komox area so he's been particularly interested in ijusum and quackola and uh we've also talked about
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
puntlich i don't know if you want to say about puntlich a little bit because you've been involved
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i would like to know then if that's the case because i'm interested in like what the current uh
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
uh what the approach was for a lot of the revitalization of uh puntlich uh so okay cool okay so if you're not
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
familiar the rest of you puntlich is a language that has been deemed by the linguists to be an extinct
52:40
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language since about the 1940s i think was the last living in 1944 i think yeah and so it again it's been
52:52
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
considered that um but in the mid to probably about 2014 2015 um the nation um received some funding
53:03
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
not from us but from another source i'm assuming to do research on the revitalization of their language
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and so what the first thing they did as i mentioned earlier was they found as much documentation on the
53:18
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language as they could from around the world um again archival records research into any and everything
53:26
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
where they would consider um so they found some and from that they were able to
53:34
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
because and the thing about what they found was there were many different orthographies used by
53:41
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
various linguists throughout the ages and the documentation was in a number of different
53:47
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
orthographies so they had to find individuals who could use these orthographies and apparently there
53:55
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
was one there was one living person because again and some of the earlier stuff was done in
54:01
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
german i believe and so they'd they'd found one living person in the entire world who could
54:10
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
work with this particular orthography amongst many others and they they were able to transcribe some of
54:17
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
this stuff um from the written text into an oral um recording and so from what i've seen sorry
54:26
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
no go ahead sorry for interrupting one of the main corpuses was the boas corpus from the 1880s from what i could see
54:35
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
okay that's that's if you've if you've looked then i'm sure it's probably correct so like um is that the
54:42
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
writing style that is current in punch or no actually um i'm not exactly sure what orthography they're using
54:53
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but when they when they were doing their research of course they they had there had to go through the
54:58
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
process of of the transcriptions and then the oral recording and then translation of what those words
55:07
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
were mind you they didn't find a lot or they didn't find enough archival material to bring back their
55:18
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language in full of course there's there's so much missing that they'll always be at a lower level than
55:27
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
what if it was um untouched if you will i'm sorry for interrupting you can go ahead and you're where
55:33
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you were coming no no it's all good and so they eventually when i came into into the picture they'd
55:41
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
already started doing a lot of the transcription and and the recording pieces and i was just supported
55:48
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
them predominantly with their strategic language planning to do um further language learning you know
55:57
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
bringing people to do curriculum development and they'd already had language going on in the community
56:03
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but it just wasn't punt latch it was either kwakwala or or um hokkameenam which is the language just below it right
56:11
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and so when they were stuck on words or the when they understood the framework the grammar if you will
56:18
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i guess um they did borrow from their neighbor languages um dialects around them to help them fill in
56:27
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the blanks so to speak and so now they've got um individuals who are teaching language and community as well as
56:37
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
again advancing advancing their uh the cultural context of that as i mentioned earlier expanding into
56:46
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
different areas of the community for their language revitalization um in terms of using use utilizing it
56:55
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
there will be probably a mix of again because the the folks in in kwalakum they have a strong
57:04
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um kwakawak heritage as well as um the hulkameenam um speaking um communities as well so there's going
57:14
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to be a mix i believe in in you know as as as time moves forward it will definitely be a mix of
57:21
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
of wording but that's that's natural though i grew up yeah i grew up speaking or not speaking
57:28
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
hearing hulkameenam in our longhouses for 10 15 years and so i can understand hulkameenam as well as
57:38
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i can understand some choppin and i use them interchangeably and maybe i shouldn't but you
57:45
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
know again depending on who i'm talking with um oh i'll just spit out spit out the words so i'm
57:53
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
guessing they're going to have a really strong um influence of the surrounding dialects um right
58:01
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
yeah is it only taking place in um in kwalakum first nation so far or is it spreading to more
58:09
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i've from again my personal knowledge around that um i couldn't i don't know but from what i've read
58:17
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in different sources the folks up in court necomax um have punt latch as a historical language as well
58:26
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
yeah and some some some of the some of the families or some of the communities up there
58:32
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
yeah um yeah sorry yeah no it well it's just a just an added piece to that because those the nations
58:41
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
court necomax are at the cusp of the the dividing line of these two nations the kwakwak
58:48
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and the what is considered the salish communities there's always be a blend i believe in that in
58:55
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that respect um thank you yeah any other thoughts questions aiden um thank you very much for that
59:18
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
all your stories um i wanted to ask uh i'll pace myself i have two questions i'll just ask one now
59:26
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
what what's the who gifted you your name and what does it mean um our names don't have meanings per
59:36
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
se um but my name was passed on to me by my mom it belonged to at the time when i was 17 um my
59:48
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
grandfather he'd been passed even when my mom was an infant my my grandpa passed when my mom was
59:57
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
my biological mom that is um she was less than two weeks old and then my grandpa passed and then of
1:00:04
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
course she was raised um by her mom and stepdad and eventually i came to live with my auntie mom who
1:00:14
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
who gifted me or put that name on me um and as i as i mentioned it it carried a lot of a lot of uh
1:00:22
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
meaning to me because of the people who who owned it previous like my grandfather and and his siblings
1:00:29
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and their their father um only because again the work that they did and who they are is
1:00:37
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um they're standing in community yeah so yeah uh i'm not saying all names here in the sinchaton
1:00:47
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language aren't have meaning per se um there are some people who have names like that but mine isn't
1:00:56
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
one of them but names are important though um i'm gonna share a quick story because i don't see any
1:01:06
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
hands up right away um well quick for me okay so um i grew up in an urban city i lived i lived in seattle
1:01:18
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
seattle washington until i was a little young teen and i came to school here in canada and one of the
1:01:24
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
first things in grade seven social studies you back in the day you learned about the indians of bc
1:01:31
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and of course back in the day what would present people who are known now as new challenge people
1:01:38
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
west coast of vancouver island they were called nutka the people up in the north island they were
1:01:43
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
cocawock they were called quag youth whereas quag youth is just a nation within the greater
1:01:51
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
cocawock peoples but of course the explorers and the early people didn't know such things so they put
1:01:58
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
these names on you know the the dene they were the athabascans you know across the top there and
1:02:04
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
tanaka well that's the kootenays the kootenay people you know the people over there tanaka so we all have
1:02:13
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
names for ourselves hey unfortunately you know as colonists and those folks came they made mistakes and
1:02:21
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
they put names upon us um that didn't fit well i'm going to tell you a story about the coast salish
1:02:29
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
people and why salish people or why i won't use that term um to describe myself because again names
1:02:37
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
are very important and so the story is when i was about seven or grade seven i came home and my mom
1:02:45
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i said what did you learn to learn in school today son says oh i learned about the indians you know and
1:02:50
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
she said yeah i learned that we're coast salish indians mom and she just kind of gave me one of
1:02:56
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
those mom looks and you know she's my grandmother happened to be there as well and and then she just
1:03:03
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
what are you talking about she says yeah we're coast salish indians and she says well that's no
1:03:10
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
we're saying it's the people of sanich or sanich people is just who we are or actually no what we
1:03:22
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
are quilnuk is what we are we're saying it's just who we are so she was able to describe that and i
1:03:28
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
says well where did coast salish come from she said i don't i've never heard the word before and and
1:03:32
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
again we're talking old school people my grandma and my mom was super old school lived in the long
1:03:38
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
house until she was a little girl you know all of that no clue where this word came from and then
1:03:45
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so what do we call ourselves and there even in our world there is no name that encompasses all of
1:03:51
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
what would be considered the coast salish or straight salish people there just isn't a word
1:03:56
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
for it my whole life passes before me now this is one question where did coast salish come from
1:04:05
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i don't know about it until i came to work for first pupils and i was at a workshop or conference
1:04:13
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in colonna and there's a gentleman by the name of chris parkin from the salish school spokane
1:04:20
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and he was it was it was a graduation it was a graduation event for um the silk language house is
1:04:28
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
one of those methodologies i was mentioning about the adult language learners going into an immersive
1:04:33
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
setting for a period of time he was graduating after three years four years anyway chris was
1:04:40
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
this happened to be the keynote and he was talking about the salish and languages where he worked and
1:04:47
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and his his contributions to the development of of curricula and all these different things that
1:04:54
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that he's involved in and then he kept referencing the salish the salish people and then he started talking
1:05:01
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
about um the salish people in spokane or not spokane in montana there is an actual the calispell people
1:05:09
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in montana um i guess their anglo way of describing the flathead the flathead reservation in calispell
1:05:17
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and he mentioned that the salish community and i my ears perked up and i go what salish people this
1:05:24
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
is where they're from so he he explained the story was as people moving across the continent back in
1:05:30
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
colonial days and and and and as as people were moving across west they go through different
1:05:38
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
territories and of course they'd have translators in the different territories and they were able to
1:05:46
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um well they start noticing the dialectical differences or slight changes as you moved into
1:05:51
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the different regions and as you come up in from montana idaho washington you move up into in the
1:05:58
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
interior british columbia similar similar language you know they're kind of similar to as you move
1:06:05
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and out even up to the west coast of of the mainland and southern vancouver island it was there were
1:06:12
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
similarities so the being as smart and educated as they were they as well they belong to the salish and
1:06:21
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language family that's that's the name they gave it based on um this one community back in montana
1:06:27
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and so we were described as the salish and speaking peoples because of that particular incident so now
1:06:36
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you have the interior salish you have the coast salish and then the straight salish as was described as to
1:06:44
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
who i am um but but again i'm of the belief that no i'm not salish because the salish people are in
1:06:55
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
montana the kalispell people are in montana and maybe there might be some inkling of language
1:07:03
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
commonality but our cultures are very different the way we look at the world is very different
1:07:09
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so i am not a salish person and i will i won't describe myself as coast salish or interior salish or
1:07:17
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
straight salish for that one reason and again it goes back to what i first started saying
1:07:23
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
words are very important names and names as well you know loss of one word or learning about one word
1:07:31
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it carries a lot of different things that go along with it and i'm sure there's other languages in the
1:07:37
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
world that are like that as well but for me my my thing is to share that story because there's thousands
1:07:46
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
thousands and thousands of people who call themselves coast salish and they're not as well as interior
1:07:52
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
salish and they're not so i just my my my bucket list i guess you call it is to share that knowledge
1:08:02
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
about um language um so that's my story about the salish people and where they're from
1:08:17
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um questions um did you have a second question aiden i do i didn't want to take up time from other
1:08:25
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
people does anyone else want to jump in before aiden with their question okay well you go ahead and we'll
1:08:37
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
we'll uh go around one more round see if there's any after you brilliant um thank you again for all your
1:08:45
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
wisdom um you were talking about having people being of two different minds um i'm not that old
1:08:56
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but i i know that it's pretty hard if not impossible to change somebody else's mind how do you how do you
1:09:02
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
nurture people who don't know that they have the traditional mind yet inspire them to learn um share
1:09:11
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
stories tell them stories like the one uh that i shared earlier about just the island um just try to
1:09:22
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
inspire them and talk about how beautiful learning language is in that because it opens up a whole new
1:09:31
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
way of looking at the world um even though you know again a lot of that world is not complete as it once was
1:09:40
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but it allows for people to look at um things with different eyes so inspire them with stories um
1:09:51
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i try not to um make it scary or hard i know it's complex and challenging for sure that it's a given
1:10:02
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
because again you're learning not just a new language but you're learning a whole new world view
1:10:08
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and a whole way of looking at the world so you you you talk about how beautiful things can be you know
1:10:15
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that was what inspired me back when i was a kid you know about learning language and understanding the
1:10:21
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language because it makes you see the world differently um and i wanted to see what that would look like
1:10:28
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and what it was um the there's a there's a language teacher up in doig river first nation up in up near
1:10:38
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
fort saint john named madeline ochre she talks about being able to hear language her language and the stories
1:10:50
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that come along with it historical stories and she says if she closes her eyes and she's listening to
1:10:57
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
these recordings of these these people she talks about it like being um a key to the treasure box
1:11:06
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the language being the treasure box and learning language is the key to to be able to see and when
1:11:12
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you close your eyes it's like you're right there listening to the story and hearing the winds because
1:11:17
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
again language is is different than our languages are usually different than english and it it's very
1:11:24
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
descriptive and you can like say she closed her eyes and just and actually sees these pictures that
1:11:31
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
her language creates so again you you try to inspire um try not to scare too much in the sense that
1:11:41
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
oh your language is doomed if you don't do it you know all those that kind of heavy heavy stuff
1:11:47
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that's that's not that doesn't doesn't cut it with me so again inspire and promote wellness um try to
1:11:56
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
lift people up you know and you know get them to look at the positive of themselves you know how much
1:12:03
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
better kind of life they could have in terms of enriched life by learning um their traditional language so
1:12:13
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
yeah things like that to to get them try to be involved um and if that doesn't work well then you
1:12:24
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you work at a different approach then you know it's in many cases it can be a job a career you know as
1:12:33
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
a linguist of course you find working communities around linguistical arenas whatever that may look like
1:12:39
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but in in our world in my communities that i've supported the realities are you know there's there's
1:12:47
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the capacity is is is lacking there's very limited people who have these this training or the expertise
1:12:55
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so you make a career out of it and you live your life doing these various tasks from like i say the audio
1:13:02
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and tech pieces to um the archival research components to the administrative delivery of
1:13:10
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language projects so there's various ways to get in but if i can get them in they will start learning
1:13:19
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
the language just by um osmosis right you're going to record elders speaking well of course you're going to
1:13:28
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
pick up some words so if if the inspiration doesn't work practicalities or is is the second guess and
1:13:36
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
then you try to get them involved through work or career or promotion and then like i say once they're
1:13:42
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in it'll be easier for them to be a part of the language revitalization process okay that answer your
1:13:51
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
question yeah brilliant thank you anytime okay one last chance if anyone has a question for glenn before
1:14:03
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
we let him go off to his evening supper time okay well i want to thank you so very much for coming again
1:14:17
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and it's uh it's it's always great to have you here and and your experience and perspective i think it
1:14:26
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um it's um it's always great especially i like having you at this time of the term because you
1:14:32
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
actually do without even me telling you to you've kind of hit on and summarized a lot of the things
1:14:38
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that we talked about this term um as well which is really nice so oh well yeah thank you so thanks so
1:14:47
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
much yeah yeah no just some parting words again thank you all of you for allowing me to share your
1:14:56
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
space and time this evening um you know language reconciliation is is something that goes along
1:15:04
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
with language revitalization when when you hear you know i i speak and they say thank you and
1:15:14
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
different things just in when i go to the restaurants or go in the grocery store
1:15:18
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um learn a few words you know learn a few words around wherever you come from you know it it can
1:15:26
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
help and go a long way you know and the understanding of one why our languages are in this position in the
1:15:32
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
first place but second the complexity and the challenges of revitalizing language back to a prominent place in
1:15:41
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
communities and you know the more supports that our communities have within and um the communities
1:15:50
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
themselves or the public in general um yeah it it goes a long ways to um supporting the cause of
1:15:59
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language revitalization so again i just raised my hands thanks each and every one of you suzanne um
1:16:07
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
for allowing me to share what i know okay thanks again we're going to take about um a 10 minute break
1:16:19
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so we'll come back at 7 30 we've got a bit of a lecture and then our discussion groups for today
1:16:28
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
okay bye-bye and you can blend all the thank yous in the chat there so
1:16:33
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Speaker 1 (GMT20260317-005025_Recording.cutfile.20260317222940134)
yeah money's good too send money i'm just kidding first people's pays me almost enough to live so
1:16:43
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i'm good bye-bye all right we'll see you later okay so we'll see you at 7 30. okay hi everyone i hope
1:17:21
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you're um back from the break and that you can uh see the screen so uh language planning is just one
1:17:31
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
sort of part of language policy in general one type of policy and so i wanted to talk a little more
1:17:40
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um broadly about language policies that exist at the government level in canada and um how that
1:17:51
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
interacts with language rights and um things like that before we go to our questions so not not a whole
1:17:58
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but just a few things that i wanted to cover here today but first of all um it looks like a lot of
1:18:09
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
annotated bibliographies came rolling in thanks very much um if you still um maybe need some some help
1:18:18
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
with that just uh let me know i'm happy to talk to you about it if you're still i know sometimes at the
1:18:23
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
last minute um some some questions come up with with people's topics and things so don't hesitate to
1:18:29
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
reach out if you need to um quiz four um as i mentioned um in an email is uh usually it's available
1:18:39
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
right after class today but um there's going to be some questions on uh glenn's talk tonight so i'll
1:18:47
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i'll need to add those tomorrow so it'll probably be available um tomorrow night but i will let you know
1:18:55
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and you'll have a week for it um same thing it's just those little little tiny canvas quizzes
1:19:00
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
next week is our last regular class we're going to talk about language and racism and we'll have our
1:19:07
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
final reflection on that um hopefully i will have well i will for sure have your annotated bibliographies
1:19:14
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
marked by next week if unless something goes wrong so that you can have some some feedback
1:19:20
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in time um before you do your final paper and presentation and those will be on last day of
1:19:29
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
class march 30th and we'll talk a little bit more about that next week but any questions on any of that
1:19:42
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
okay so um what do we mean by which policy what kind of policies are there both formal and informal
1:19:49
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
i'm going to talk about um some of the more formal ones and what canada's obligations are to
1:19:54
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
indigenous people and their languages so language policy is comprised of a body of theory principles
1:20:03
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
laws programs and measures so it can be a whole bunch of different things that are designed to
1:20:08
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
manage one or more languages in a country or in a region or in a even as small as the community
1:20:16
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
like the kinds of things that glenn was talking about with um language planning usually each individual
1:20:22
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
community is is developing their own plan so in monolingual societies um usually this has to do
1:20:29
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
a lot with um policies around the standards that should be used in in you know spelling in schools and
1:20:40
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
by you know newspaper and journalists and all that kind of thing some societies you're probably familiar
1:20:48
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
have um institutions that are created just to kind of create these languages policies and um regulate and
1:20:58
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
enforce them so for french in france for example there's l'academy francaise and a number of different
1:21:05
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
countries have those kinds of institutions that enforce language policy if there's more than one language
1:21:12
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um usually that's um a lot more comes into it in terms of um how you're going to balance those two
1:21:20
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um languages and for example um are both of them used in education are they only used in some
1:21:29
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
area one language in some areas another language in another area that kind of thing so um all these sorts
1:21:35
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
of things fall under under language policies so uh in terms of policy does canada have any obligations
1:21:46
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um we talked way back in the first class about the un declaration on the rights of indigenous peoples
1:21:53
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and um we'll go into it a little bit more now so that was adopted in 2006 um most states at the un were in
1:22:02
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
favor but australia canada new zealand and the united states were not of course um the four um main
1:22:10
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
countries with uh with histories of of colonization and indigenous peoples and a number of nations abstained
1:22:19
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
as well but since then um all of those countries have reversed their positions and canada did so in 2010
1:22:27
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so what does this declaration say about language because it's you know it's fairly long it talks
1:22:33
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
about a lot of different rights but there's three articles that are specific to language
1:22:39
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so indigenous peoples have the right to revitalize use develop and transmit to future generations
1:22:44
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
their histories and languages and so on um there's a related matter that says you know states have to
1:22:54
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
protect that right and ensure that people can be understood in political legal and administrative
1:23:00
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
proceedings such as you know in courts and things like that and also indigenous people have the right
1:23:08
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to establish and control their education systems and provide education in their own language the third
1:23:17
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
sort of sub point of that one says that states shall in conjunction with indigenous peoples take effective
1:23:25
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
measures in order for indigenous individuals particular children including those living outside their
1:23:31
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
communities importantly like all the kids living in vancouver away from their indigenous communities
1:23:38
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to have access when possible to an education in their own culture and provided in their own language so
1:23:45
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um we're going to ask in the um discussion group one of the questions is well what does that mean what do
1:23:52
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
states really need to do if they're going to um live up to this article of the declaration that says
1:24:00
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
they're taking effective measures to ensure that children um are educated in their own language
1:24:06
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in their own language there's also one about um the use of media in indigenous languages and um i think we
1:24:14
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it's no surprise that um i think you'll all probably agree from from what we've been talking about all term
1:24:20
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that canada's not meeting a lot of the provisions in this declaration the problem with united nations
1:24:28
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
declarations though are that they are not legally binding so even though you might sign on to them
1:24:34
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
if you don't kind of do what they say um there's no like courts or anything that can can hold you
1:24:42
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
accountable um for not not meeting those so it is aspirational um and not enforceable however there are
1:24:52
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um a few things that have helped um legislation wise in canada so we had the indigenous languages act in 2019
1:25:01
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um while still not perfect it has significantly increased the funding for revitalization
1:25:09
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um british columbia um passed drippa legislation so drippa stands for it's it's like the provincial
1:25:20
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
version of that united declaration united nations declaration on the rights of indigenous peoples
1:25:28
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so that's where the the drip part comes in and that was passed in 2019 which was really positive and
1:25:35
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
it's the only province in canada to have that but um kind of the bad news there and you've probably
1:25:41
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
heard about this in the news um the province is looking at repealing parts of that legislation now
1:25:48
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so we'll see where that goes and where that's headed but right now it's still in effect
1:25:55
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so is there anything else for minority language rights in canada there is a multiculturalism act
1:26:03
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that was passed in 1988 that's supposed to help to preserve and enhance languages other than english
1:26:10
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and french because of course english and french are official languages and they have a whole bunch of
1:26:16
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
protections and support because they're official um so there is an act for that but in practice
1:26:22
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
you know there's so many different minority languages in canada not just indigenous languages all the
1:26:28
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
different um languages that have come to canada with immigration so um there's there really isn't in
1:26:35
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
practice a whole lot um that that this legislation does in terms of you know teaching languages most is done
1:26:46
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
at the very local level either provincially or even locally within school boards so for example the
1:26:52
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
vancouver school board does offer a mandarin bilingual program for grades four to seven at just one school
1:26:59
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in vancouver and a lot of this sort of language teaching um and policies around language just falls
1:27:06
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to private organizations so um any kids who might be familiar with saturday schools that kind of thing
1:27:13
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
where you might have gone to learn your heritage language through a private organization so those
1:27:19
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
were kind of the federal things that um might apply to um indigenous languages provincially there also are
1:27:29
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
some separate um laws in in five different regions so manitoba has a recognition act that passed in 2010
1:27:39
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so it's not official status but it does um create recognition at least of the indigenous languages there
1:27:49
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um in the yukon english and french are the only official languages there um but it does again recognize a
1:27:58
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
number of aboriginal indigenous languages and um there are certain rights that indigenous languages have in the
1:28:07
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
yukon that um you might usually associate with official languages such as being able to use it um in this
1:28:14
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
legislature you can speak your language there for example northwest territories is one of the few places
1:28:21
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
that does make indigenous languages official along with english and french um so they'll have have special
1:28:29
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
status in the northwest territories and also in nunavut um there's an official languages act that was passed in 2008
1:28:40
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
there was also an inuit language protection act and that has some provisions to education um which we were
1:28:49
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
really kind of excited about as as kind of the first time this this level of policy was enacted in canada
1:28:56
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
so since 2008 parents in nunavut have had um the right to have their children receive instruction in the inuit language
1:29:06
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
or languages depending on how you count from kindergarten to grade three
1:29:11
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
and this was supposed to reach all the way to grade 12 um by 2019 and very sadly what happened in uh 2019
1:29:21
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
2019 was an announcement that well they hadn't quite achieved that yet so rather than change um the
1:29:29
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
deadline or anything like that they they postponed it indefinitely so um yeah sounded like great legislation
1:29:38
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
but it hasn't actually worked out too too well in in practice at least not beyond the grade three level
1:29:45
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
in nunavut the most recent one was 2022 in nova scotia where mikmau that's really the only um indigenous
1:29:55
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
language in nova scotia it's it's been recognized with and um with with certain um provisions including
1:30:04
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
developing a language strategy for the language so those are kind of national levels um that we have in canada and
1:30:15
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
although um i've pointed out some of the the problems with some of them um having them is still very
1:30:24
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
important it can really do a lot in terms of um just increasing the the status and visibility of
1:30:32
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
languages um you know even at the community level with glenn talking about getting trying to get people
1:30:41
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
involved in revitalizing their language and so on you know if if it's recognized by the state that can
1:30:47
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
give it a certain you know level of recognition that makes it um get it it really does give it a little
1:30:57
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
boost sometimes so those things are are really still important to push for and even though they don't
1:31:02
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
always work perfectly then we keep pushing to um revise them so back at the community level there's a lot
1:31:12
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
of things that communities can do so they can do language planning which um glenn told us all about
1:31:19
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
to do things for their language and get things moving with their languages again um some communities
1:31:25
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
have made language declarations about their own language that you know it's the language of this
1:31:31
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
territory and so on um and some have even declared the languages official at the community level
1:31:39
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
um although you know what that means in terms of surrounding communities it's you know it has has maybe
1:31:49
S…
Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
limited reach but it's still kind of an important um step to take for your language
1:32:02
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Speaker 2 (GMT20260317-005025_Recording.cutfile.20260317222940134)
sorry excuse me so um i want to get on to our discussion and our reading today we only had one reading
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