Indigenous language Immersion in Canada
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There are several forms of indigenous language education programs in Canada. Core language programs teach an indigenous language for one class period per day, while immersion programs fully integrate the indigenous language into all classes. Language nests are preschool immersion programs conducted entirely in the indigenous language. Some schools, like the Akwesasne Freedom School, are fully immersed language schools that aim to incorporate indigenous language and culture into all aspects of education to reverse cultural assimilation and ensure language survival. Bilingual programs teach students to be fluent in both an indigenous language and English. Challenges to maintaining indigenous languages include a lack of community and financial support along with few remaining fluent speakers.
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Indigenous language Immersion in Canada
- 4. There are many different forms of indigenous language instruction...
- 5. Core Language Programs Core language programs focus on teaching an indigenous language in one separate class Amount of time allotted and quality of language instruction will vary depending on region and individual school
- 6. Language Nests Preschool immersion childcare programs conducted entirely in the home language of an indigenous group; Focus is on authentic language learning; These programs can be run from birth; Concept originated in Australia and New Zealand over 20 years ago
- 8. Language Immersion School Akwesasne Freedom School Akwesasne, Ontario Propose: By focusing on our young people, we reverse the assimilation process and ensure that the Mohawk people do not lose their language, culture and identity .
- 13. Does it confuse you when i refer to animals as people? In my language it is not confusing....we consider both animals and peoples to be living beings....when my people see a creature in the distance, they say awiiyak (someone is there). it is not that my people fail to distinguish animals from people. Rather, the address them with equal respect. once they are near and [identifiable]....then they use their particular name. (elder, royal commission on aboriginal peoples, 1996, p.123)
Editor's Notes
- The Akwesasne Freedom School (AFS) was founded in 1979 by Mohawk parents concerned with the lack of cultural and linguistic services available in local public schools. As an independent elementary school, AFS has existed on a shoestring budget for over 25 years. In 1985, the parents who administer the school made a historic decision to adopt a total Mohawk immersion curriculum. It was a historic decision. AFS was the first to implement this curriculum and did so without approval or funding from state, federal or provincial governments. The school continues to immerse its students in levels Pre-K to 6 in the Kanienkéha (Mohawk) language and culture. All instruction, as well as recess periods, outdoor activities, field trips, meals and extracurricular activities are conducted in the Mohawk language. Levels 7, 8 and 9 are transition classes whereby the students are taught English, although Mohawk language and culture continues.
- The Ohén:ton Karihwatéhkwen (Thanksgiving Address) serves as the foundation of all curriculum at the Akwesasne Freedom School. Each day begins with the opening which is recited from memory by the students. This process aids in developing young minds to be good public speakers. Subject areas such as science, social studies, health, language arts and mathematics are covered within a theme in relation to the Ohén:ton Karihwatéhkwen and always with the goal that the students will have the ability to make wise decisions for future generations. **Please see Handout to read the “Thanksgiving Address” These subjects are taught in a way that helps the students understand their own way of life from a physical, historical, economic and human perspective. Contemporary events are examined with a traditional point of view as a guide. Each area of the program consists of a scope of learning experiences, resources and materials required for each student to build knowledge and skills, as well as the ability to internalize the customs, patterns, language and attitudes necessary to practice traditional Kanien’kehá:ka culture.
- Kindergarten and Grade 1 : Anihshiniimowin is the language of teaching and learning. Grade 2: Anihshiniimowin is taught, studied and is the language of teaching and learning in all other subjects. English is taught for one hour a day. Grade 3: Anihshiniimowin is taught, studied and is the language of teaching and learning other subjects for three hours a day. English is taught and used for two hours a day. Grades 4 & 5: Both Anihshiniimowin and English are taught and studied as subjects, with 50% of the time devoted to each language. Grade 6: Both Anihshiniimowin and English are subjects and languages of instruction. Anihshiniimowin is used two hours a day and English three hours a day. Grades 7 & 8: Both Anihshiniimowin and English are subjects and languages of instruction. Anihshiniimowin is used one hour a day and English four hours a day. On the side, there are samples of student work.
- Documentation and Preservation - Creating dictionaries, taping Elder’s speaking in the language, incorporating the use of computers like smart boards or Cd Roms, web-based resources are included such as: www.first voices.com Curriculum/Resources Development – Creating print resources such as maps or historical stories, short movies of life on the land. Language Engineering/ Language Table - Indigenous languages are living and include new words like technology or health words and contemporary sayings, etc. Teacher training/Post-secondary Initiatives – Training indigenous teachers program like LU has called, “The Native Language Teacher Program. This training provides native teachers with strategies for language retention and revitalization. Policy Development and Political Advocacy - Political organizations like the Assembly of First nation or Treaty Organizations to raise awareness in political arenas to find means to fund community projects. Research - Some communities are choosing specific research partnerships with linguistic scholars to learn how the community can focus research on language revitalization on the attitudes of young people towards language loss and learning. Language Classes - Language classes are what typically comes to mind when we thinking of language class for students/kids during school hours. Unfortunately, this classroom method does not create fluent language speakers. Bilingual Community controlled schooling – An example of this is when a indigenous school has grades Kindergarten to grade 3- teachers students to read and write in the indignous language and then slow integrets student in the english language which would eventually lead students to be speaking and writing english by grade 8. *Some scholars view this method to not be near successful as a Full immersion program. Immersion Practices Cross-generational/community-based K-12 Immersion
- The government of Canada needs to take action for the responsibility that has been acknowledged for the residential school experience. Although individual payments have been made to victims of residential schools (which is an important gesture), the most meaningful impact the government could make is to support initiatives for language revitalization. Indigenous languages must be given official status by being declared the founding languages of Canada The Royal Commission on Aboriginal People (1966) and the Towards a New Beginning report completed by the Task Force on Aboriginal Languages and Cultures in 2005 outline recommendations could solve many problems. The Creation of a National Center of Indigenous Languages –Similar to the national Aboriginal Health Organization in order to coordinate orthographies, learning resources, curriculum, databases of speakers and research efforts. A Life-Span Approach to Language Revitalization Indigenous languages must be established as living, working languages in families and communities- Langauage tables – creation of words and discussions, Hosting community events that promote pride in learning the language through the use of language camps and other community events that encourage and strengthen language use