indigenous education & department of linguistics ... · creating a user-friendly website for...
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SharingSimAlgyax:Creatingauser-friendlywebsiteforsharinglanguageresources
ProjectsubmittedinpartialfulfillmentoftherequirementsfortheMastersofEducationPrograminIndigenousLanguageRevitalization
By
Cheyenne(Morgan)Gwa’amuuk
MastersofEducation,IndigenousLanguageRevitalizationIndigenousEducation&DepartmentofLinguistics
UniversityofVictoria
January2017
Supervisor:Dr.OnowaMcIvorCommitteemember:TrishRosborough
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TableofContentsIntroduction................................................................................................................................................................3GitxsanNation&Territory..............................................................................................................................4SimAlgyaxand/orGitxsanimx......................................................................................................................5Languagestatus....................................................................................................................................................5
Background.................................................................................................................................................................9IssuesGitxsanlanguagelearner’sface.........................................................................................................11Projectdesign..........................................................................................................................................................14Rationale...............................................................................................................................................................14Targetaudience.................................................................................................................................................14Projectdescription...........................................................................................................................................15Projectprocess...................................................................................................................................................17
Projectaims..............................................................................................................................................................19Methods.....................................................................................................................................................................19Methodology............................................................................................................................................................20Resourcesgathered..............................................................................................................................................20Outcomes...................................................................................................................................................................24References................................................................................................................................................................25
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Introduction
Gilga’tsee’ixsistheGitxsannamethatIhold.Mynamewasgiventomebymygrandmother,
SimoogitWosimLaxha.BeforeIheldthisname,itbelongedtomyuncle,andbeforethatit
wasmygrandmothers.Idon’tknowhowoldthenameis.Gitxsannameshavebeenpassed
downsincetimeimmemorial(Smith,2004).WithintheNation,IbelongtotheGisgaastclan
andtheWilpofWosimLaxha.I’malsopartAnnishnabethroughmyfather.
Gitxsanpeopleareamatrilinealsociety.IamGitxsanthroughmymother,assheis
Gitxsanthroughhermother.Ihaveonesisterthroughmymomandanotherbrotherand
sisterthroughmydad.Ialsohaveabrother,sister,andmomthroughmybrothersCree
family.I’mreallyblessedtohavesomanyrelations.
MylegalnameisCheyenneGwa’amuuk,formerlyCheyenneMorgan.AtthetimeifI
wasnotsoimpatienttoreclaimourtraditionallastnameIprobablywouldhavespelledit
Gwa’amukw;Ithinkit’smoreaccurate.Mukwmeansthetimeoftheyearwhentheberries
areripe;Gwa’amukwmeansthatit’salwaysripe.Thiswasourfamilylastnamepriorto
Morgan.Intheearly1900’saBritishcaptainofasteamboatfromtheHudson’sBay
Companygavehislastnametomygreat-greatgrandfather.ItwasthenthatStephen
Gwa’amuukbecameStephenMorgan.That’sthehistorythatwastoldtomebymy
grandparents.Ithinkit’simportantformetoexplainthisbecauseIdon’tdoittoooftenand
Ithinkpeoplewonder.
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Mostmylifehasbeenspentlivingawayfromourtraditionalterritories.Beingborn
inVancouverandnotmovinghomeuntilIwas10,I’veoftenexperiencedadisconnectto
ourtraditionalterritories.ItwasthenthatIbegantorealizewhoIwasandwhereIcame
from.
SincelivingonourterritoriesIhavelivedinseveralplacesaroundtheprovinceand
haveendedupbackinVancouverforovertenyearsnow.Livingawayfromour
communitiescanoftenbealonesomeexperience,especiallyasalanguagelearner.Ioften
findmyselftalkingorthinkingtomyselfinSimAlgyax.Mydogisbilingual.Idon’tknow
manylanguagespeakerswhoIcanlearnfrom.Oftenapreviousrapportneedstobe
establishedbeforeIfeelcomfortablepullingthelanguageoutofanotherpersonformy
ownlearningpurposes.Fortunately,Ihadtheopportunitytoaccessalanguageteacher,
BarbaraSennott,whoiscommittedtosharingwhatsheknowsabouttheGitxsanlanguage
withothers,andhasbeenmyteacher(onandoff)forabout6yearsnow.
GitxsanNation&Territory
GitxsantraditionalterritoryislocatedinlandslightlyalongtheSkeenaRiver.Therehave
beenpopulationestimatesthatrangefrom7,000–13,000people(FPCC,2014;“The
Gitxsan,”2013).AccordingtotheGitxsanTreatySocietythereareapproximately13,000
membersoftheGitxsanNation.About70%themembershipresideonthetraditional
territory(“TheGitxsan,”2013).
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Thereare7mainvillagesincludingGitanmaax,Sikedak,Hagwilgyet,Ansbayaxw,
Gitsegyuxhla,GitwangakandGitwanyow.OtherGitxsanvillageslikeKisgaga’asoften
governthemselvessemi-independently.Also,thevillageofHagwilgyetisconsidered
sharedterritorywiththeWet’suwet’enpeople.
SimAlgyaxand/orGitxsanimx
TheGitxsanpeoplespeakSimAlgyax.ThelanguageisoftencalledGitxsanimxor
Gitxsanimax.SimAlgyaxisthelanguagefamilythatisspokenamongsttheFirstNation’s
peopleallupanddowntheSkeenaRiverandintheNassValley.Amongstthethreenations
thelanguagesarecalledGitxsanimx(orGitxsanimax),Sim’algyaxhlNisga’a,Sm’algyax
(Tsimshian),andSkiixs(SouthernTsimshian).WithintheGitxsanterritorytherearetwo
maindialects–GeenixandGyeets–easternandwesternorupriveranddownriver.
Ithinkthedifferencesindialectarebeautiful,althoughitcancomplicatethings
whenitcomestopassingonaminoritylanguage.It’scommonfortheretobediffering
beliefsaboutthesuperiority/inferiorityofotherdialects.Dialectscanbeexperiencedasa
symbolofidentityanddistinctness(Edwards,2009).
Languagestatus
AccordingtoFirstPeople’sCulturalCouncil(FPCC)2014‘StatusReportonB.C.First
Nation’sLanguages’,theGitxsanNationhasapopulationof7,595.Thesenumberswere
self-reportedby6oftheGitxsancommunitiesincluding,GitanmaaxBandCouncil,
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GitanyowBandCouncil,GitseguklaBandCouncil,GitwangakBandCouncil,GlenVowell
Band,andKispioxBandCouncil.HagwilgetreportedasaWet’suwet’enlanguagespeaking
community.Itisnoteworthythatthisnumberdiffersfromthe13,000Gitxsanmembers
reportedbyGitxsanTreatySocietyearlier(www.gitxsan.com).
FPCCfurtherreportsthereare350fluentGitxsanimxspeakers,486semi-speakers,
and638learnersofGitxsanimx;there’snoinformationabouttheremaining81%ofpeople
reportedas‘other’whoarepresumablynon-speakersorlearners.Thefollowingchart
summarizesthisdata.
Chart1:SimAlgyaxfluencyproportions(FPCC,2014)
Regardlessofhowaccuratethesenumbersare,theproportionsarelikelyanaccurate
representationofthestateofthelanguage.With81%oftheGitxsanpopulationnot
learningorspeakingthelanguage,andanincreasingurbanpopulation,it’simportantfor
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ourlanguagetobeaccessibletothoseinterestedinlearning.Itisonlypossiblefor
languagestoreachahealthystateifthelanguageisbeingusedinthehome(Fishman,
1991).
AnotherperspectiveonthestateoftheGitxsanlanguageisthroughthelensofan8-
stagescaleforreversinglanguageshiftdevelopedbyJoshuaFishman,alinguistandactivist
forendangeredlanguages(Fishman,1991).Althoughthisisnotanewevaluation
framework,itcontinuestoserveasanimportantframeworkforevaluatingthestateof
languageendangerment.Thetablebelowsummarizesstages5-8ofFishman’sevaluation
scale.MostFirstNationslanguagesinBCwouldbecategorizedinthesestages.
Stage Description RevitalizationEfforts8 - Mostthreatenedstage
- Languageisrarelyspoken- Nonewspeakersbeingcreated- Fewlearners- Nochildrenhavebeenraisedinthe
languagein2ormoregenerations- Fewisolatedelderlyspeakersleft
- Documentasmuchlanguageaspossible- Workwithexistingeldersand/orreconstruct
languagefromdocumentationifpossible
7 - Allremainingspeakersareoverchild-bearingage
- Nonewchildrenarebeingraisedinthelanguage
- Somelearners- Languageisstillheardatculturalevents- Thereisaculturallyactivepopulationof
speakers,mostlyovertheageof60
- Eldersareanactiveresource- Strengtheningbondsbetweenexistingspeakers
andlearners- Createopportunitiesforlearnerstospeakand
hearthelanguage- Createsecond-languagespeakersofchild-
bearingage- Bringthelanguageintothehome
6 - Themostcriticalstage-allsucceedingstagesdependonit
- Languageisspokeninthehome- Parentsareconsciouslyraisingtheir
childreninthelanguage
- Focusonbringingthelanguagebackintothehome
- Parentsmustbeempoweredandsupportedtospeakthelanguageathomewithchildren,elders,andothers
- Canbeastablestageforlanguageswithoutbeingwritten,taughtinschools,orspokenintheworkplace
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5 - Thelanguageisusedorallyandinwrittenformbymostallgenerationsinthecommunity
- Languageisusedinasocio-culturalwayinthecommunity
- Non-formallocallanguageschoolsmorecommonthanacademicinstitutions
- Offeringtheliteracyandprogramsintheschoolsandotherinstitutionsinthecommunitytostrengthenit’sperceivedvalue/prestigeinthecommunity
- Trynottodependonpublicinstitutionstoincreasetheamountofspeakersortostrengthenthestateofthelanguage
Table1:SummaryofFishman’sGradedIntergenerationalDisruptionScale(GIDS),Stages
5-8
Stages1through4areexcludedfromthesummary,asthesestagesfocusonformal
academicinstitutionsandhigherlevelsofgovernment,andmostFirstNationslanguagesin
BC,includingGitxsanimx,arenotthereyet.
LookingatFishman’sscaleforevaluatinglanguageendangermentIwouldplacemy
familyatalevel7.AtthisstageoflanguagerevitalizationFishmanrecommendsfocussing
onbuildingtheproficiencyinadultlanguagelearners.Manyexpertsandlanguage
revitalizationistsbelievethemostimportantthingisgettingthelanguageintothehome
(Fishman,1991;Hinton,2013).
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Background
FormycommunityprojectIchosetodocumentandcompilelanguagelearning
resourcestosharewithotherlanguagelearnersthroughawebsite.Thissectionoutlines
someofthefactorsthatinfluencedmechoosingthisproject,aswellasmyworkthroughout
theproject.
ThereweremanyIndigenousscholarswhospokeoftheimportanceofusing
Indigenousmethodologiesthatshapedmyworkalongtheway(Absolon,2011;Smith,
2012;Kovach,2009;Wilson,2008).TheknowledgeofIndigenousscholarsmustbe
relationalandneedstobesharedbackwiththecommunityinsomeway(Wilson,2008).
ReadingtheworkofthesescholarshadmeaskingmyselfhowcouldIperformresearchina
waythatwillgivebacktomycommunityandhonourtheintegralcomponentsof
Indigenousresearch.
GitxsanscholarssuchasJaneSmith(2004)havehelpedmetounderstandhowto
situatemyselfasaGitxsanpersonwithinanacademicframework.Althoughtheremaybea
lackofscholarlyliteratureproducedbyGitxsanpeople,Smithremindedmethatmuchof
ourGitxsanliteraturehasbeentransmittedfromgenerationtogenerationinmanyforms
suchasourblankets,stories,andtotempoles.Wehavearichhistorythatisexpressedin
manywaysandisequallyasvalidasthescholarlyworkdoneinacademicinstitutions.
Beinganurbanlanguagelearneralsoinfluencedmeinchoosingthisproject.Norris
(2011)outlineshow1in5Aboriginallanguagespeakersresideinurbanareas,andwith
urbanizationincreasing,it’simportanttomakelanguageresourcesaccessibleforlanguage
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learnerswherevertheymayreside.There’softenaddedcomplexitiesforurbanlanguage
learnersasthelanguagehasadirectconnectiontotheland(Baloy,2008).Formyself,I
oftenexperiencethedisplacementfrommytraditionalterritoriesasabarrierinmy
languagelearning.Baloyremindsusthatitispossibletonurtureidentityinurbanspaces
byidentifyingandfosteringtiesbetweenland,language,andidentity(Baloy,2011).
ThroughoutmyresearchBaloyhashelpedmetoseemylanguagelearningasan
opportunitytostrengthenmyconnectiontomytraditionalterritory,ratherthanseeingmy
urbanlivingasabarriertomylanguagelearning.
Theendangeredstatusofourlanguagehasalsobeeninfluentialinmechoosingthis
project.WithfluentGitxsanlanguagespeakersaccountingforabout5%ofthepopulation
(FPCC,2014),it’scrucialthatourlanguageisbroughtbackintothehomeandwecontinue
tocreatemoreopportunitiesforlearnerstolearn,speak,andhearthelanguage(Fishman,
1990;Hinton,2013).TheintentionofthewebsiteI’vecreatedistoprovidetheopportunity
tobringlanguageintothehomeandtoeliminatetherestrictiveaccesstolanguage
materials.Withourlanguagesittingatanapproximatestage7accordingtoFishman’s
GIDS,theactionstakenbythecommunityrightnowshouldbetocreatesecond-language
speakersofchildbearingage.Althoughthiswebsitemaynotdirectlycontributetothe
creationofsecond-languagespeakers,itdoescreatelearningopportunitieswhichcould
leadtobringingthelanguagebackinourhomes.Morelearningopportunitiescanbe
createdwithresourcesavailabletothepeople,thisisespeciallyhelpfulasmanyurban
Aboriginalpeopledonothaveaccesstoafluent-speaker/teacher.
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Allofthepeoplewhowe’resogenerousinsharingtheirlanguagematerialswithme
alsoinspiredmetogenerouslysharemyresourceswithothers.AsalanguagelearnerI’ve
hadachallengingtimebuildingresourcestohelpmelearn.Manypeoplewerevery
generouswithmeasIcontinuetolearnmylanguage.AlotoftheseresourcesIwastoo
scaredtouseasIwouldnotbeabletore-purchasethemorre-printthemonceIfilledthem
out.Inoneexample,mylateauntEstherheldontoastackoflanguagebooksthatwas
createdinthe70’s.OncetheywereinmypossessionIwasalsotooscaredtoousethem.
OnceIwriteinthebooksnobodyelsecanusethem,they’renolongerinprint,andatthe
timewerenotavailableforsaleanywhere.ItwasnotuntilIdigitizedthemandhadthem
availabletoreprintthatIwascomfortablefillingouttheworkbooksthatweregiftedtome.
Usingweb-designasatooltocontributetoIndigenouslanguagerevitalizationhas
beenchampionedbyscholarssuchasBuszard-Welcher(2001),Landzelius(2006),
Wenigwans(2008),Eisenlohr(2004),Baloy(2008),andSutton(2015).Itwasthese
scholarsthatgavemeabetterunderstandingofhowtodesignthewebsiteinaculturally
appropriateway.
IssuesGitxsanlanguagelearner’sface
WhenIfirstbeganlearningmylanguagemymainchallengewasthatIdidn’tknowwhere
tostart.Ididn’thaveanybookstohelpmeandIdidn’thaveanyspeakerstoteachme.I
foundthereisalackofinformationregardingwhatresourcesareavailabletosupport
Gitxsanlanguagelearnersorwheretofindthem.AtthetimetheonlyopportunityIcould
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findtolearnmylanguagewasthroughanonlinedictionaryhostedbyFirstVoices.com.I
startedlearningonephraseaday,andifIdidn’tmemorizeitIwouldlearnitagainthenext
day.EventuallyIheardaboutaweeklylanguageclasshappeninginmyareaandbegan
attending.ThiswasveryexcitingasitcanberaretohaveFirstNation’slanguageclasses
offeredinurbanareas.
Sometimesmythoughtsandemotionsaremyownbiggestbarriers.Ioftenfeel
discouragedbythelackofopportunitieswehavetolearnourlanguage.Thisisnota
measureofpersonalfailurebyourownpeople,ratheraresultofpoliticalconditions
beyondindividualcontrol(Napoleon,2001).It’simportanttoacknowledgethatthelackof
opportunitiestolearnourlanguageisusuallycausedbyimposedpoliticalconditionsof
culturaloppression.WithinCanada,church-runschoolswereoperatedfromthe1820’s
until1996inpartnershipwiththeGovernmentofCanada(CBC,2008).FirstNation’s
peoplehavelongexperiencedculturalandlinguisticgenocide(TruthandReconciliation
CommissionofCanada,n.d.).TheGovernmentofCanadahasneverfullyremoveditself
fromtheroleofthecolonizerofIndigenouspeoplesinCanada.AsaFirstNation’sperson,
I’veexperiencedculturalandlinguisticoppressionthroughoutmostofmyeducation.I
don’twanttoprivilegeavictimmentalitybyblamingourcurrentlanguagesituationon
ChristianchurchesandtheGovernmentofCanada,butit’simportanttoacknowledgethe
obviouspoliticalandsocialconditionsthathistoricallyandcurrentlycontinuetooppress
ourlanguages.
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Ingatheringmyresources,transportationwasabarrierforme.Becausealotof
resourcesarenotavailableon-linetheyhadtobeshippeddownfromourterritories.
OtherwiseIdrovefromvillagetovillagetopurchasetheresourcesthatIheardwere
available.Ibelievetransportationandfinancialresourcesarealsobarriersforother
languagelearners.
AssumingotherGitxsanfamiliesarelocatedatasimilarstageoflanguage
endangerment,it’sveryimportantthattheselanguageresourcesareaccessiblefor
languagelearners.Sharinginformationandresourcesisalsoagreatwayforcommunity
memberstoknowwhathasbeendone,whatisbeingdone,andwhatstillneedstobedone
intheeffortstoreverselanguageshiftinourcommunities.
Residinginanurbancontextaddsthecomplexityofbeingalmostcompletely
immersedinthedominantlanguageofEnglish.Languageaccessibilityisaconstraintfor
manyurbanAboriginalpeoples(Suleman,2011).SpeakingwithotherGitxsanlanguage
speakersresidingintheVancouverLowerMainlandI’vediscoveredmanyofusdon’thave
verymanypeopletospeakourlanguagewithonadailyorweeklybasis.Althoughthisisan
increasingissueforFirstNation’scommunitiesonreserveaswell.
Inourhomecommunities,Ihavetheopportunitytohearmylanguageeveryday.
There’samuchstrongerproportionoflanguagespeakersresidinginamuchcloservicinity.
Although,likemostFirstNation’scommunities,theselanguagespeakersareanaging
demographic.Asayounglanguage-learnerit’salsoverychallengingtofindpeersthatshare
aninterestinthelanguage.
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Projectdesign
Rationale
InchoosingmyprojectIhaddonemuchresearchtobetterunderstandwhatis
currentlybeingdonetoreversethedeclininguseoftheGitxsanlanguage.When
undertakingmyprojectIviewedthewebsitesofourbandoffices,elementaryschools,high
schools,schooldistricts,educationdepartmentsandsocieties.Phonecallsandin-person
conversationswe’realsousedingatheringinformationregardinglanguagepolicyinthe
community.
WhatIdiscoveredisthatthere’sahugelackofinformationregardingwhat
communityclassesexistandwhere,whatlanguagepoliciesareinplacetosupportSim
Algyaxindifferentorganizations,whatresourcesexisttohelplanguagelearnersandwhere
theycanbeaccessed.Therewasagenerallackofinformationregardingthestatusofour
languageandwhat’sbeingdonetoreversethedeclininguse.Myhopewasthatthewebsite
wouldaddresssomeofthesegapsininformationandcreateamoreinformedlearning
environment.Iseethisprojectasrelevanttothecommunityasitaffirmsthere’sawealthof
informationavailabletoourlanguagelearners.Itwillcontributetoourcommunityby
increasingtheawarenessandaccessibilityofGitxsanlanguageresources.
Targetaudience
ThetargetaudienceofthiswebsiteisfirstandforemostGitxsanlanguagelearners.
However,therearemanyothersthatIthinkwouldbenefitfromusingthiswebsite
includingGitxsanlanguageteachers,linguists,teachersofthepubliceducationsystem
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workingwithGitxsanstudents,parentsandfosterparentsraisingGitxsanchildren,andany
othersinterestedinworkingwiththeGitxsanlanguageandmovingitforwardinapositive
direction.
Projectdescription
IcreatedawebsitethatdocumentsandsharestheGitxsanlanguageresourcesthat
havebeencreated.I’vedocumentedasmuchresourcesaspossible,althoughIrealizethere
ismostlikelyresourcesthatexistthathavenotbeenaddedtothewebsite.Thiswebsite
willcontinuetogrowanddevelopafterIcompletethisMaster’sProject.
Thewebsiteopenstoapagethatintroducesthewebsite,thelanguage,andthe
author.Thefollowingpageiscommittedtosharingresources.Thecommunityresources
havebeenfurtherdividedintofoursub-categoriesincludingCurriculum,Dictionaries,
Stories&Books,andOther.ThenextpageofthewebsiteisaForum,wherecommunity
dialogueanddiscussioncantakeplace.Thefollowingpageofthewebsiteisentitled
“GitxsanimxinAction”andhighlightswhatiscurrentlybeingdonetoreversethedeclining
useoftheGitxsanlanguage;itincludesasummaryoflanguageuseinelementaryschools,
highschools,communityclasses,andlinguisticwork,etc.Thefinalpageofthewebsite
includesmycontactinformationifanybodywouldliketoprovidefeedbackorshare
resources.
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Projectpreparation
Beforethiswebsitecouldbepublishedtherewasmuchworkthatwasdone.Gitxsan
scholarssuchasJaneSmithhelpedmetounderstandhowtoperformmyresearchwhile
remaininggroundedinwhoIam.AsIbeganmyresearchjourneyIcleansedinourriver
andlearnedourlimxoo’y(mourningsong).ThroughoutmyresearchjourneyIprayedand
smudgedwithmulwusxw,asacredrootpulledfromthehelleboreplant(Smith,2004).
TherewerealsomanyresourcesIaccumulatedthatwouldbesharedonthewebsite.
Fortunately,IhadbeendoingthatlongbeforeIbeganthinkingaboutthisproject.Iwould
liketoacknowledgethepeoplewhogiftedmelanguageandlanguagematerialsalongthe
wayincludingBarbaraSennott,CatherineBlackstock,CindyJensen-Fisk,MichaelSchwann,
HenryDavis,AidenPine,MichaelHarris,HeatherandSarah,WineexandMelly,andthelate
EstherWale(forgivemeifImissedanybody).Ialsobuiltupmylanguagematerialsby
purchasingmaterialsfrom‘Ksangiftshop,AnsbayaxwElementarySchool,andGitksan-
Wet’suwet’enEducationSociety.Isometimesfoundresourcesinunexpectedplaceslikeat
agasstationintheYukonTerritory.IwasveryblessedwiththenumberofresourcesIhave
availabletohelpmelearn.Iknowhowhardtheyaretocomeby,innowaydoIwantto
hoardtheresourcesI’vecollected.Rathertheyneedtobeshared.Thiswebsitewasaway
formetosharewhatIhadcollectedovertheyears,andisgroundedintheprinciplesof
reciprocityandrelationalaccountability.
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Projectprocess
WhenIbegantothinkaboutthisprojectIhadtogothroughallmyresourcesand
createanorganizedlist.Theintentionoftheresourcelistwastobringawarenessand
organizationtothepreciousboxofbooksandCD’sIhadpossessionof.OnceIwasawareof
whatIhad,Ibegantodigitizetheseresources.Mostofthepaperresourcesweredigitized
usingthescannerintheLinguisticsDepartmentattheUniversityofBritishColumbia
(thankyouagaintoMichaelSchwannforallowingmetodothis).Audioresourceswere
digitizedbyinsertingthedisctomylaptopanduploadingthefiles.Thereweresomedigital
resourcesthatweremadetobe“interactive”andmorecomplextoupdateandtherefore
couldnotyetbeaddedtothewebsiteasadownloadable/share-ablefile.Therewerealso
otherresourcesthatIcouldn’tgetpermissiontoshare.IncaseslikethisIusedanimage,
introducedtheresource,andprovidedinformationtowheretheresourcescouldbe
accessed.
AseverythingwasbeinguploadedIsavedittomyDropboxaccountasabackupto
ensurenoresourceswerelostalongtheway.Duringthedigitizationprocess,Ialsobegan
researchingplatformsavailableforbuildingwebsitesandlookingtoseehowotherFirst
Nation’sandorganizationshaveusedtechnologytomeettheircontentmanagementneeds.
Iconsideredseveralplatformsincluding,Webs,Wix,Weebly,WordPress.Ialsolookedat
differentcontentmanagementsoftware’s.Iwantedtouseasimplewebdesignplatform
withouttoomanyoptionsandfeatures,andtokeeptheprocesssimple.Intheend,Ichose
Weeblybecauseitlookedeasiesttonavigateandmostaccessible.
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IfoundWeeblytobeveryaccessible,thebuildablefeaturesforthewebsiteallrunin
asmallmenu-barontheleftside.Ithassimilarfeaturestoawordpublishingsoftware
whichmadeiteasytonavigate.Itisafreewebdevelopmentplatform,althoughIpaidto
upgradetheserviceasIwantedmorespaceforstoringdocumentsaswellasaccessto
technicalsupport.
Themenurunningalongsideofthescreenallowedmetodraganddroptitles,text
boxes,pictures,anddownloadbuttons,rightontoeachwebpage.ThenIwasablelinkthe
downloadbuttontodocumentssavedonmylaptop.IfIhadanissue,thetechnicalsupport
teamwastheretoassistmeinoperatingthesoftwaretomeetmyneeds.
OncethewebsitewasnearlycompleteandIhadsomethingtoshowpeople,Iwent
tomyhomecommunityandtriedtocreatemorecommunitydialogueandinvolvement
throughaninterviewingprocess.Icontactededucationorganizationsanddepartments,
bandoffices,localschools,languagelearners,languageteachersandcurriculum
developers,etc.FormanyreasonsIfounditchallengingtoschedulemeetingswithpeople.
Althougheverybodywhoviewedthewebsitewasverysupportive,Ididn’treceivemuch
criticalfeedbackonhowIcouldimprovethewebsite.AlthoughIdidn’tgetthecommunity
involvementIwashopingfor,Itrustedthisprojectwouldbebeneficialforacommunityof
languagelearners.ThefeedbackIdidreceivewaspositiveandsupportiveandIappreciate
thosethattookthetimetotalkwithme.
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Projectaims
1) Tobuildaplatformtoarchivelanguagelearningmaterials
2) Tobuildacommunityoflearnersandspeakers
3) TocreateamoreinformedlearningenvironmentforGitxsanlanguagelearners
Methods
Incompletingtheprojectaims,Icategorizedmyprojectacrossseveralfieldsincluding
Gitxsanpedagogy,Indigenouslanguagerevitalization,urbanlanguagelearning,aswellas
digitizationofculturalresources.Aparticipatoryactionresearchmethodwasusedtoguide
myactionsthroughoutmyproject.Indigenousresearchisoftenactionbasedand
communityoriented(Kipp,2000;Kovach,2009;Johnson,2013).
Inexploringtheprojectaims,Itriedtobeinclusivetocommunityneeds.Ifirst
researchedtheenvironmentoftheGitxsanlanguage.Theintentionwastounderstandwhat
hasbeendone,sothatIcouldmakeamoreinformeddecisionaboutwhatneededtobe
donenext.Afterperformingextensiveresearch,Istilldidnothaveaclearunderstandingof
whatwasbeingdonetoreversethedeclininguseoftheGitxsanlanguage.Accessibilityto
languageisabarrierforlanguagelearnersbothonreserveandinurbanareas.Thewebsite
isdesignedtoaddressthelackoforganizedinformationregardingtheGitxsanlanguage.I
haveaimedtopresentitinawaythat’sinteractive,accessible,andmeetsthedemandsof
Gitxsanlanguagelearners,likemyself.Thiswebsitewillcontributetoourcommunityby
increasingtheawarenessandaccessibilityoftheGitxsanlanguage.
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Methodology
ManyIndigenousscholarshavewrittenabouthowIndigenousresearchistransformative,
action-oriented,andreaffirmsrelationalaccountabilityandreciprocity(Smith,2008;
Wilson,2008;Kovach,2009).MyworkwasgroundedintheGitxsanprincipalsofGuxsLuu
YaldinsxwandGwalxYeedinsxw,togivebackandpassontheknowledgethathasbeen
taughttoyou.
ThroughoutthisprojectItrustedthatthiswaswhatIneededtobedoing.Iwaslead
tothisprojectinaskingmyself,“HowcanIcontribute?”Ihadtoconsciouslytrustmy
intuitionandinner-knowledgeasbeingavalidsourceofknowledge(Absolon,2011;Smith,
2004);knowingthatthiswebsiteisgoingtobeofservicetotheGitxsanlanguage
community,knowingthatthiswebsitewasgoingtobeacentralhubwherecouldcanstore
andaccessresources,shareinformation,andmoveforwardworkingtogether.This
knowing,thissenseofinner-knowledge,comesfromourrelationshipwithourancestors,
andisagiftgiventoustohelpusonourjourneys(Smith,2004).
Resourcesgathered
Icategorizedthecommunitylanguageresourcesintofoursubcategories:Dictionaries,
Curriculum,Books,andOther.Thefollowingresourcesareavailableonthewebsiteat
www.gitxsansimalgyax.com.
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Dictionaries
● “AShortPracticalDictionaryfortheGitksanLanguage”madein1978byLonnie
HindleandBruceRigsby.ThisresourcewasintendedtohelpGitxsanpeoplewho
wishtolearntowritetheirlanguage.
● “GitxsanimxSpeller:TextforAdultGitxsanimxClass”MadebyDr.JaneSmith.This
resourcewascreatedforAdultGitxsanimxstudentstouseinaGitxsanimx
classroomenvironment.
● UntitledandundateddictionarycreatedbyRobinThistleWalker.Itwasintendedto
beusedintheGitxsanNativeStudiesProgramofSchoolDistrictNo.88,Terrace.
● “Ha’niimagoo’ansxwhumalgyaxhlGitksen-Gitksan:Gitxsenimx–Gitxsanimaxto
EnglishDictionary”Thisresourcewascreatedbyalargeteamofcommunity
membersandconsultants.It’sintendedtoassistGitxsanimxsecondlanguage
learnerstospeak,read,andwritewhilerespectingbothdialects
● “TheFirstVoicesLanguageArchive”isalanguagearchivalprojectthatcontains
audiorecordingsofArtMatthewsSpeakingGitksenimx(GyeetsDialect).This
projectwasdonesometimeintheearly200’sandisintendedtobeusedbythe
Gitxsancommunityandfuturegenerations.ResourceisavailableonFirstVoices
website.
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Curriculum
● “GitxsanimxforKids:Books1-7”asetof7bookscreatedin1977byVickieJensen
andEdithGawawiththehelpofJayPowellandRussellStevens.It’sintendedfor
childrengrades3-7andisintheGeenixdialect.Books1-3focusonvocabulary
buildingandbooks4-7focusongrammaticalstructure.Writingisintroducedin
Book6.
● “LearningGitksan:Book1-4”isasetof4booksthatwascreatedin1980byVickie
JensenandJ.V.Powellalongwithalargeteamofcommunitymembersfromthe
GitxsanNation.Thesebooksareintendedforgrades4-6.Book1focuseson
pronunciation,vocabulary,andbasicgrammar.Book2focusesonverbs,Book3
focusesonadjectivesandfeastlanguage,andlastlyBook4presentssentence
patternsfortalkingaboutwherethingsareandwhereoneisgoing.
● “Gitxsanimx:GitksanLanguage:Book1&2”isasetofbookscreatedin1977byJ.V.
PowellandRussellStephensandateamofcommunitymembersoftheGitxsan
Nation.There’salsoanaudioCDtoaccompanythesebooks.Thesetwobookswere
createdasateachingresourcefortheKispioxSchool.
● “TheGitxsanimxTeacher:Text&CD”isanundatedresourcecreatedbyDr.Jane
Smith.Theintentionisthatitwillhelpthefuturesecond-languagespeakersof
Gitxsanimx.
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Stories&Books
● “We-gyetWandersOn”isacollectionofstoriesputtogetherin1977bythe‘KSAN
BookBuilders.ThebookwaswrittenfortheGitxsanpeoplesothattheymay
rememberthestoriesofWe-gyet.EachstoryistoldonceinEnglishandoncein
Gitxsanimx.ThisbookisavailableforpurchasethroughHancockHousePublishers
website.
● “GitxsanimxPrayersandSongs”(Text&CD)isabi-lingualbookandaudiorecording
createdbyDr.JaneSmith.Thiscollectionofprayersiswrittenandrecordedin
GitxsanimxandEnglish.ThisresourceisdesignedtohelpGitxsanimxlanguage
learnerslearnhowtoprayinSimAlgyax.
OtherResources
● “GitxsanimxInteractiveCD’s:1-3”isasetofinteractiveCD’screatedin1006by
GWES.TheseCD’sareforbeginnerlanguagelearnersandfocusonvocabulary
buildingandbasicgrammar.
● “NoviceLanguageCD”isanotherinteractiveprogramcreatedin2006byGWES.
ThisCDisdesignedtofollowGitxsanimxInteractiveCD’s1-3andisdesignedfora
higherleveloflanguageproficiency.
● “CommonDialogueCD”areisaCDcreatedin2007byGWES.“CommonDialogueis
acollectionofrecordedphasesthatarefoundincommonconversationsamongst
theGitxsanpeople.
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● “DarknessCalls(SuicidePreventioninGitxsan)isananimatedfilmcreatedin2009
byHealthyAboriginalNetworkandvoicedoverinGitxsanimxbyGWES.The
intentionistocontributetosuicidepreventionintheGitxsancommunity.Italso
makesagreatresourceforlanguagelearners.
● “MatrilinealKinshipTree”isadiagramcreatedin2012byBarbaraSennottand
CindyJensen-Fisk.Itillustrateswhatafamily-treelookslikelookslikeinGitxsanimx
fromafemaleperspective.
● LearnGitxsan.comisawebsitecreatedbyBetseyLomax–alanguagespeaker,
teacher,andactivistoftheGitxsanlanguage.Herwebsiteisintroducedandalinkto
herwebsitehasbeenadded.
Outcomes
Theprimaryoutcomeoftheprojectisauser-friendlywebsitethatwillhelpGitxsan
languageworkersandlanguagelearnerstoaccessGitxsanlanguagematerialsandlearn
aboutwhatiscurrentlybeingdonetoreversethedeclininguseoftheGitxsanlanguage.In
additiontothewebsiteIwillcreatephysicalpromotionalmaterialsthatIcandistribute
withinthecommunitywhenItravelhome.
Thispapersupplementsthemainwebsiteprojectandservesasaresourceand
potentialguideforotherpeoplewhoareconsideringdesigningaweb-basedresourceasa
waytocontributetotheirlanguagerevivalandthefieldofIndigenouslanguage
revitalization.
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