{"@context":{"@language":"en","Affiliation":"http:\/\/vivoweb.org\/ontology\/core#departmentOrSchool","AggregatedSourceRepository":"http:\/\/www.europeana.eu\/schemas\/edm\/dataProvider","Campus":"https:\/\/open.library.ubc.ca\/terms#degreeCampus","Creator":"http:\/\/purl.org\/dc\/terms\/creator","DateAvailable":"http:\/\/purl.org\/dc\/terms\/issued","DateIssued":"http:\/\/purl.org\/dc\/terms\/issued","Degree":"http:\/\/vivoweb.org\/ontology\/core#relatedDegree","DegreeGrantor":"https:\/\/open.library.ubc.ca\/terms#degreeGrantor","Description":"http:\/\/purl.org\/dc\/terms\/description","DigitalResourceOriginalRecord":"http:\/\/www.europeana.eu\/schemas\/edm\/aggregatedCHO","FullText":"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note","Genre":"http:\/\/www.europeana.eu\/schemas\/edm\/hasType","GraduationDate":"http:\/\/vivoweb.org\/ontology\/core#dateIssued","IsShownAt":"http:\/\/www.europeana.eu\/schemas\/edm\/isShownAt","Language":"http:\/\/purl.org\/dc\/terms\/language","Program":"https:\/\/open.library.ubc.ca\/terms#degreeDiscipline","Provider":"http:\/\/www.europeana.eu\/schemas\/edm\/provider","Publisher":"http:\/\/purl.org\/dc\/terms\/publisher","Rights":"http:\/\/purl.org\/dc\/terms\/rights","RightsURI":"https:\/\/open.library.ubc.ca\/terms#rightsURI","ScholarlyLevel":"https:\/\/open.library.ubc.ca\/terms#scholarLevel","Title":"http:\/\/purl.org\/dc\/terms\/title","Type":"http:\/\/purl.org\/dc\/terms\/type","URI":"https:\/\/open.library.ubc.ca\/terms#identifierURI","SortDate":"http:\/\/purl.org\/dc\/terms\/date"},"Affiliation":[{"@value":"Education, Faculty of","@language":"en"},{"@value":"Language and Literacy Education (LLED), Department of","@language":"en"}],"AggregatedSourceRepository":[{"@value":"DSpace","@language":"en"}],"Campus":[{"@value":"UBCV","@language":"en"}],"Creator":[{"@value":"McIvor, Onowa","@language":"en"}],"DateAvailable":[{"@value":"2012-04-20T19:32:32Z","@language":"en"}],"DateIssued":[{"@value":"2012","@language":"en"}],"Degree":[{"@value":"Doctor of Philosophy - PhD","@language":"en"}],"DegreeGrantor":[{"@value":"University of British Columbia","@language":"en"}],"Description":[{"@value":"Indigenous languages are at risk of extinction all over the world. While revitalization approaches range from documentation, to early childhood immersion, to school-based approaches, to adult and community language classes, approaches focused on adult Indigenous language learners are sparse. Many Indigenous adults did not have an opportunity to learn their ancestral language due to geographic dislocation from home territory, adoption, migration, urbanization, or discontinued language use between generations. While many of these adults are determined to regain this part of their heritage, very few cases have been documented. This study begins to fill this knowledge gap through its contribution of an autoethnographic account of the author\u2019s language learning journey with n\u00eehiyaw\u00eewin (the Cree language) over more than ten years. The journey was documented through journal writing and other language learning records, which were used to create the autoethnography. The primary aim of this study was to examine the motivations, processes, effects, and outcomes of the author\u2019s journey into urban n\u00eehiyaw\u00eewin learning. While the autoethnographic approach focuses on only one story, this research contributes to a broader understanding of adult Indigenous language loss and recovery in Canada. This dissertation contributes to the creation of new knowledge in four distinct ways: it adds to the largely untold story of urban adult Indigenous language learning in Canada; it expands the foci of the Indigenous language revitalization movement to include Indigenous adult learners; it aligns Indigenous language revitalization efforts with the decolonization movement; and it provides the opportunity to inform second-language researchers and practitioners about adult Indigenous language learning. Several implications arise from this research, including justification for Indigenous language learning as a new academic field of study, and policy recommendations are made pertaining to funding and legislation.","@language":"en"}],"DigitalResourceOriginalRecord":[{"@value":"https:\/\/circle.library.ubc.ca\/rest\/handle\/2429\/42155?expand=metadata","@language":"en"}],"FullText":[{"@value":"!! !\"#\"$%&'(!)%&#$%&*(+'\"!#$!%&#'()(*!+,-!.&\/!0'&&! .1!2(-3#!45\"6-'!!7898:!;()6&'<),1!-=!>)5,-')#:!?@@A!4898:!;()6&'<),1!-=!>)5,-')#:!BCCD!!9!EFGH\"H!H;74\"EEGI!\"J!K9LE\"9M!N;MN\"MM4GJE!2N!EFG!LGO;\"LG4GJEH!N2L!EFG!IGPLGG!2N!!I20E2L!2N!KF\"M2H2KFQ!)(!EFG!N90;MEQ!2N!PL9I;9EG!HE;I\"GH!RM#(*S#*&!#(T!M),&'#51!GTS5#,)-(U!! EFG!;J\">GLH\"EQ!2N!7L\"E\"HF!02M;47\"9!R>#(5-S6&'U!9V')%!BC?B!W!2(-3#!45\"6-':!BC?B! !! ))! !\"#$%&'$(!\"(T)*&(-S$?*(\"*6200206@(111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111(A! Purpose ........................................................................................................................................................ 2! nit\u00e2cim\u00f4win (telling my story) ........................................................................................................................ 4! At kohkom\u2019s (grandmother\u2019s) knee ............................................................................................................... 7! n\u00eehiyaw\u00eewin context ....................................................................................................................................... 9! Dissertation overview .................................................................................................................................. 11! \/?&B$*%(A1(+&'\",*>?2#$.%C(&0:('.0$*<$@(111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111(AD! Historical overview of Indigenous language eras in Canada ...................................................................... 13! Indigenous multilingualism ..................................................................................................................... 16! Indigenous language demise ................................................................................................................. 18! Consequences of colonization ............................................................................................................... 25! Current condition .................................................................................................................................... 29! Indigenous language revitalization movement ............................................................................................ 34! Policies ................................................................................................................................................... 34! Approaches ............................................................................................................................................ 36! Chapter summary ....................................................................................................................................... 37! \/?&B$*%(E1(!&,$)&-$+&)*+$,+$-.&!\/)&>80.9-*:6*($?&$(2#(9%2$$*0(.%('.;*#(+%.;(\"..8#@DF! Theoretical frameworks .............................................................................................................................. 39! Indigenous second language learning .................................................................................................... 39! Sociocultural theory within second language acquisition ....................................................................... 41! Decolonization ........................................................................................................................................ 42! Instructional approaches to adult language teaching and learning ............................................................. 44! Language classes .................................................................................................................................. 45! Group-based adult immersion approaches ............................................................................................ 47! Individually focused approaches ............................................................................................................ 48! Conditions needed for successful adult second-language learning ............................................................ 53! Gaps in the adult Indigenous language learning literature ......................................................................... 54! Barriers to adult language learning ............................................................................................................. 55! Learner motivation ...................................................................................................................................... 58! Case studies ............................................................................................................................................... 59! Exploring ancestral language learning ........................................................................................................ 62! Chapter summary ....................................................................................................................................... 66! \/?&B$*%(D1(,$-#$+$(0)&*>$?*(9&C(.%(;*$?.:(.+(:.206(#.;*$?206@(111111111111111111111111111111111111111111111(GH! Study description ........................................................................................................................................ 67! Methods ...................................................................................................................................................... 68! Autoethnography .................................................................................................................................... 68! Autoethnographic challenges ................................................................................................................. 71! Indigenous research paradigms ............................................................................................................. 73! Blending two methodologies .................................................................................................................. 76! Language learning approaches .................................................................................................................. 80! Language learning journey ......................................................................................................................... 83! Learning rhythm ..................................................................................................................................... 84! Language learning goals ........................................................................................................................ 85! !! 6)! Mentors .................................................................................................................................................. 87! Records ....................................................................................................................................................... 89! Creating the self-narrative .......................................................................................................................... 95! Exploring generalizability ............................................................................................................................ 98! Chapter summary ..................................................................................................................................... 100! \/?&B$*%(I1()$.\"#$!1($)*>;C(#$.%C@(1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111(AJA! atahakohp\u2014Creating a star blanket ......................................................................................................... 102! kaskatin\u00e2w (freeze-up) ............................................................................................................................. 105! pipon (wintertime) ..................................................................................................................................... 112! miy\u00f4skamin (spring break-up) .................................................................................................................. 119! s\u00eekwan (springtime) ................................................................................................................................... 124! n\u00eepin (summertime) ................................................................................................................................... 132! takw\u00e2kin (autumn) .................................................................................................................................... 138! ikosi (that is all) ......................................................................................................................................... 152! \/?&B$*%(K1(+0+(&'&*+\"*!$,+&!\")*>9?&$(L(?&3*(+.70:@(11111111111111111111111111111111111111111111111111111111111(AKG! Motivation ................................................................................................................................................. 158! Identity ...................................................................................................................................................... 161! Age............................................................................................................................................................ 164! Affect ......................................................................................................................................................... 166! Barriers and challenges ............................................................................................................................ 169! Urban reality ............................................................................................................................................. 172! Decolonization .......................................................................................................................................... 174! Promising practices .................................................................................................................................. 176! Assessment .............................................................................................................................................. 178! Success\/progress ..................................................................................................................................... 182! What does it take? .................................................................................................................................... 185! Chapter summary ..................................................................................................................................... 189! \/?&B$*%(G1($,+(\"'\"#*.$-.&!1($)&*>+20&-($?.76?$#@(11111111111111111111111111111111111111111111111111111111111111111(AMJ! Contributions of the research .................................................................................................................... 192! Limitations ................................................................................................................................................. 193! Implications ............................................................................................................................................... 195! Second language acquisition ............................................................................................................... 195! Indigenous second language learning .................................................................................................. 197! Decolonization movement .................................................................................................................... 199! Policy recommendations ........................................................................................................................... 200! Funding ................................................................................................................................................ 200! Multiple official languages .................................................................................................................... 201! New field of study ................................................................................................................................. 203! Future directions ....................................................................................................................................... 205! ikosi (that is all) ......................................................................................................................................... 207! N*+*%*0'*#(111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111(EAJ! !BB*0:2'*#(11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111(EDK! Appendix A: Common European Framework of Reference for Languages .............................................. 235! Appendix B: Common Curriculum Framework for Aboriginal Language and Culture Programs(excerpt) 237!! !! 6))! 42#$(.+(,&\"-*#(! Table 1. Records used as sources ............................................................................................................. 92!!! !! 6)))! 42#$(.+(5267%*#( Figure 1. niya (me), growing up in rural northern Saskatchewan circa 1982 ................................................ 5! Figure 2. Suzzette Dokkie Napoleon with her granddaughter Naomi ........................................................... 7! Figure 3. Indigenous language eras ........................................................................................................... 15! Figure 4. Students at residential school mealtime, Norway House, Manitoba, 1956 (Used by permission)24! Figure 5. Pioneers, mentors, activists, leaders: inspirations to this work (Used by permission) ................ 38! Figure 6. Excerpt from William Campbell\u2019s journal (Campbell, 1885\u20131910, p. 23) .................................. 107! Figure 7. kohkom (back row, holding a child) circa 1940 at about age 16, Sioux Lookout Residential School ....................................................................................................................................... 109! Figure 8. mos\u00f4m George, front left, enjoying down time with a friend during WWII ................................. 110! Figure 9. niya (me) at age 3, with nik\u00e2wiy (my mother) ............................................................................ 116! Figure 10. Norway House ......................................................................................................................... 121! Figure 11. n\u00eehiyaw\u00eewin self-study language learning materials ................................................................ 123! Figure 12. Sample language learning notes, miy\u00f4skamin (spring) 2004 .................................................. 125! Figure 13. A language learning poster made for nit\u00e2nis ikwa niya (my daughter and me) ....................... 128! Figure 14. niya ikwa nit\u00e2nis (me and my daughter) when she was a few days old .................................. 129! Figure 15. my second nit\u00e2nis (daughter) .................................................................................................. 136! Figure 16. \u201cBaby signs\u201d posters ................................................................................................................ 137! Figure 17. ASLA approach on display in our living room .......................................................................... 142! Figure 18. My language learning mentors, \u00e2ciw and Jackie ..................................................................... 154! Figure 19. nit\u00e2nisak .................................................................................................................................. 155!! !! )Y! !'80.9-*:6;*0$#(! E-!.&*)(:!\"!#5X(-3%&T*&!,Z&!4S)5!=#$)%1!g!,Z&!\"N0:!J)5X:!9%)X):!M-'&%&):!h#),%1(:!0#'$&(:!E&T:!4)5Z&%&!E8:!G3#:!4)5Z&%%&![8:!$&$.&'&'1!=&3!-=!,Z&<&!5#<&#(5-S6&'!\"<%#(T8!N-'!,Z&!V#<,!<)Y,&&(!1&#'<:!\"!Z#6&!.&&(!#5,)6&%1!'&5%#)$)(*!$1!$#,&'(#%!#(5&<,'#%!%#(*S#*&!#(T!5S%,S'&!3Z)%&!%)6)(*!=#'!='-$!$1!Z-$&%#(T8!9%,Z-S*Z!,Z)$,,54.&.$1)*1?54?$5(*EZ&!T)<<&',#,)-(^#58&'1-(\/#1\/'5-(,)(S&T!\"(T)*&(-S#<,!'&TS5,)-(-)5&<|!V'-_&5,!)(!7'),)88%,<'S$@8T,%)T&#)T.#)\/'U-B%(#' V)-.#,:W! 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Bbp! {S&(*%&':!f8:!k!4)%%&':!G8!L8!RBCCnU8!0-*(),)6&!#(T!<-5)-5S%,S'#%!V&'=MN'S@#5\/458&<'u[R?U:!bDgDA8!! !! \"#$! !\"\"#$%&'#() !\"\"#$%&'(!)(*+,,+$(-.\/+\"#0$(1\/0,#2+\/3(+4(5#4#\/#$6#(4+\/(70$8.08#9((%&'!()*+'!*'+,-!.&,-.!.\/0++.!01!213'4.()130156!.7')\/0156!)13!-40(015!)84,..!).8'13015!+'9'+.!,:!.\/0++!;<=6!<\"6!'(8>?>! A1 A2 B1 B2 C1 C2 U N D E R S T A N D I N G Listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announce-ments. I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort. I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent. Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. !! \"#@! A1 A2 B1 B2 C1 C2 S P E A K I N G Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. Spoken Production I can use simple phrases and sentences to describe where I live and people I know. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. W R I T I N G Writing I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind. I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works. Retrieved from: http:\/\/www.coe.int\/T\/DG4\/Portfolio\/?L=E&M=\/documents_intro\/Self-assessment-grid.html !! \"#$! !\"\"#$%&'()*(+,--,$(+.\/\/&0.1.-(2\/3-#4,\/5(6,\/(!7,\/&8&$31(93$8.38#( 3$%(+.1:.\/#(;\/,8\/3-<(=#'0#\/\":>( ! !! \"#%! ! ! !! \"#&! ! ! !! \"'(! ! !","@language":"en"}],"Genre":[{"@value":"Thesis\/Dissertation","@language":"en"}],"GraduationDate":[{"@value":"2012-05","@language":"en"}],"IsShownAt":[{"@value":"10.14288\/1.0078368","@language":"en"}],"Language":[{"@value":"eng","@language":"en"}],"Program":[{"@value":"Language and Literacy Education","@language":"en"}],"Provider":[{"@value":"Vancouver : University of British Columbia Library","@language":"en"}],"Publisher":[{"@value":"University of British Columbia","@language":"en"}],"Rights":[{"@value":"Attribution-NonCommercial-NoDerivatives 4.0 International","@language":"en"}],"RightsURI":[{"@value":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/","@language":"en"}],"ScholarlyLevel":[{"@value":"Graduate","@language":"en"}],"Title":[{"@value":"\u00eekakwiy n\u00eehiyawiy\u00e2n : I am learning [to be] Cree","@language":"en"}],"Type":[{"@value":"Text","@language":"en"}],"URI":[{"@value":"http:\/\/hdl.handle.net\/2429\/42155","@language":"en"}],"SortDate":[{"@value":"2012-12-31 AD","@language":"en"}],"@id":"doi:10.14288\/1.0078368"}