Showing posts with label Skwxwu7mesh language. Show all posts
Showing posts with label Skwxwu7mesh language. Show all posts
December 22, 2008

Defining Family

In traditional Sḵwx̱wú7mesh society, a family was a group of multiple nuclear families that through kinship create an extended family. The children of your uncles and aunties were your brothers and sister, your first cousins. Your parents first cousins were your uncles and aunties as well. The house of the family would typically be a home made out of large cedar beams holding up a slanted roof in a long shape, called a longhouse. Each quarter of this longhouse was the area of different sections of the family. The large family would then occupy a large longhouse home. The size of this could grow to huge portions with some longhouses holding up to 11 “families”, all apart of the same kinship. This was the basic formation of a family and it’s home.

In traditional Sḵwx̱wú7mesh culture, there is an automatic respect for those older then you. Brothers and sisters, even just a year older then you, you would respect. This social establishment extended to all those older.

For each household and family kinship, a single man would be more respected then others. The qualities of this man, held in esteem, placed him in the trust and admiration for he would be someone they follow his leadership. He was gifted with qualities in the traditions of his people, the essential value of generosity, and above else, carried his family in high esteem. Not a boss above all, but a man holding his family up. This was a siyam.

Raised in close quarters, this family was a tight extraction of the over-all society. During the warmer seasons, this family would travel as a group to resource gathering sites or be invited to other village festivities. Leading to winter months, the family with collaborate and work towards building enough resources to use during the colder winter months.


Things have definitely changed.


In modern Squamish reserves, a family sometimes lives in a big square house, sometimes with multiple branches, sometimes not. As the children grow older, they move out and start there own homes, and their children start there homes, eventually leading to smaller nuclear family occupied homes. Often these houses can sometimes be across larger distances, and not close to each other. As a result, these branches of the family rarely see each other.

For each family, there is rarely a single man the family respects enough to follow and guide. The old tradition of “grooming”, a custom that was often hereditary, ceased to happen and thus produced less and less strong male leaders to be a host, an organizer, a guide, for his family. Instead influences in foreign structures produces chairmen, bosses, controllers. The halting of that tradition also produced no strong males at all.

Separated from each other, the over-all family doesn’t see or interact with each other that often. Some family members intuitively know each other, but most of the cousins only kind of know each other. Eventually, some whole family branches don’t even know the other exists. During some yearly events like Thanksgiving, Christmas, or Birthdays, the family may get together. In many cases, different people in different branches are only acquainted with each others. No deep friendship or understanding. No common interests.



The two above definitions don’t truly exists. Some families may have some of the first, and some of the second, in different levels. There is not “traditional Skwxwu7mesh family” in modern times, and there is not fully modern family like the above defition (at least I hope not, otherwise I don’t really consider them Skwxwu7mesh). Colonization drastic change of the family make-up of the old family ways, breaking the connections, differs from one family to another. Primarily the connection to each other from cousin to cousin, from one branch to another, is the largest difference. I say colonization both in the development of modern homes and travel, but also colonization in the systemic changes to our culture into an assimilated Euro-Canadian one.

Decolonization is the task of creating ways to grow in the direction of something resembling our ancestors.



I bring up family because, although I don’t celebrate the Roman Holiday, the feelings of family and togetherness has hit me. Perhaps it’s the cold and almost uninhabited streets that make me think people are at home, perhaps with their family. This reflection on family leads me to inquiry both about the make-up of my family, about my definition of family, and what my vision of a decolonized future could look like for family.

I come from one prominent family within my community with a history of either political involvement through my uncle and grandfather being a band councilor, along with my great grandfather being a prominent leader in his time, or through members of my family being included in different parts of the community. I come from one of the largest families for my people, thus making it prominent, but also “characters” from the family that also who are remembered and respected for their commendable forthright attitude. I could elaborate further for I come from many other families, but these are my two most immediate heritage angles. I come from the Rivers and the Baker family, and I’m damn proud of it.

It’s my firmest belief that I’m not a human on a spiritual journey, but a spirit on a human journey. That before this life, I had a choice of the environment I would be taking on, but not knowing what was intended for me to be here. My connection to the guide who knows what my intention for being here shows the beauty in me, and the beauty in it’s creation. I choose this family, and I’m so grateful for everything I have from this family.

I also picked up traits from different sides of my family. I think I received my straightforward attitude from my mothers side as so many on this side going back generations were like this. I feel that I attained my humility and grace from my fathers side for the achievements and wisdom these achievements that were brought with, are commendable and memorable. I picked up my sick dry dirty humor from my northern bloodline. I found my inspiration for political valor for service of the better good from my homegrown ties. I have a lot to be grateful, especially for who I am what has shaped me.

I guess to define family, it stems from the values held most important. Some individuals hold very few values, but over the years I’ve understood there are some things I believe in that I hold myself to. Integrity is living to our highest values, which makes it my most important value. Openness is something I wish for because I believe in the sharing of knowledge and understanding. I think that stems from my personality trait to try to understand everything. The righteousness to stand up and not be seated is something I hold myself to. Seated in ignorance, or perhaps apprehension of disturbing things, but the choice to not do something when injustice continues is my value. I think my loyalty to be there, in need or desire, again comes back for it’s something I wish for, and thus believe in others. These are probably my main values.

Ha! I’m starting to see a pattern between what my values are and what I search for myself in the world. Ironic eh? Haha.

A few weeks ago when learning some new vocabulary from my language, I started finding our words for things like “honor”, “respect”, and “teaching”. One word that comes to mind is snewiyalh, a word that means to pass on the teachings to another people. Kind of like advice. It’s used primarily in the upbringing of young children around puberty That snewiyalh is taking the guidance you received either through other people or through the experience of life itself and sharing that with another. It strikes me now in speaking about values that snewiyalh is actually a value, yet the English language has nothing to really compare it too. “Advice”, “learning”, “teaching”, don’t fit when looking deeper. Ha! Another insight. But you can see from the inquiry into this single word the possibilities of other important words in my language. I know a few words that are values. How many English words for values do you know? This list has 375. I only know 3 in my language! Now that is an area to decolonize in my life.

Now I see the types of values including ethical/moral values, doctrinal/ideological (political, religious) values, social values, and aesthetic values, come from both the internal request of the world to the self, and from the external forces that influence us as we grow. So with a Western world influencing us more and more, our requests or search from the world differs quite differently from our ancestors because of the environment they lived there lives.

I also see that how we define family stems from the values we hold to, and if our values are determined by those internal and external ways, and decolonize those internal and external ways, my definition of family would differ so much from everyone else. It’s also revealing to me now that this is also why in the assimilation to a more individual nature, different members of the family will have different definitions of family.

Over this time of slumber and reflection in winter months, I implore you all to search for what your values on family are, and to see what you want in creating ways to grow in the direction of your dreams. What is it you can create, promote, or allow to happen in your life to move towards a place of those values. What kind of family do you want and how can you create that, especially if you understand what your values are.


Now I’m amazed because when I first wrote this blog post, I didn’t realize I would learn something through this personal inquiry. I sure learned something. I also now have a clearer path into my vision of decolonization. I’ll be looking to create ways to grow in the direction of something resembling my ancestors, and what their values might of been.
May 31, 2008

Chent ímash naḿ kw'acht lhen si7l

Yesterday I was busy working this proposal for a grant I sent into the Squamish Nation Trust.  After I finished, I went to my grandmother'.  She wasn't home yet, but my auntie also lives there so I went some some time with her.  When my grandmother came home, I visited with her for a bit also.

My grandmother has been one of my greatest teachers in life.  Her and a half a dozen or so other elders taught me most of what I know of my language.  I'm extremely grateful for what they have given me, and choosing me to carry the knowledge.  Anyways, when I'm with my grandmother I'll usually ask her how to say something in my language, or something about our culture, or something.  Sometimes she won't know, or can't remember.  She doesn't use the language every day so after years of a lifestyle like that, you will forget.  It's the same with learning the language.  If I don't use what I learned the previous day over and over again in the next while, I'll forget it.  Interestingly enough, my grandmother will drop me a seed, and I'm finding that it happens in the space of language.  When we are immersing ourselves, even for a moment.  Here is what I can remember of a conversation we had.  I know a tiny amount of our language, so I used what ever I knew.  Here is one of the conversations:

Myself - "nuuw7 ta7a."
Audrey - "Kweplelhk!"
"i7kwa7i, chexw ma halh"
"na chan, ashan ta nu?"
"yewawn halh. chen kwis txwnchach'awtxwnit skwu7 sata7 siyamtnat."
"ah"
"nu chexw wa chanem?"
"Naḿtuy7"
"Stam ti "Naḿtuy7"?
"Vancouver - Vancouver is Naḿtuy7.  That's what my grandmother called it."

Translation:
"Hey ta7a/granny."
"Oh geez.  You scared me."
"It is me. You are looking good."
'I am, what about you/how are you?"
"Very very good.  I am visiting with auntie Sheryl/Siyamtnat."
"ah"
"Where are you coming from?"
"Vancouver."
"What is the word "Naḿtuy7"?
"Vancouver - Vancouver is Naḿtuy7.  That's what my grandmother called it."


I never knew this word before.  Neither did my auntie.  So you heard it from me my friends, the word for Vancouver in Skwxwu7mesh snichem (language) is Naḿtuy7.

EDIT - Actually, now that I thought about it, it makes sense and I figured out the translation.  Naḿ translates to "go", and tuy7 translates to "to go across a body of water." So where my grandmother was saying a noun or was saying a verb, I'm not sure. I like the word as a verb. Naḿtuy7 translates to "Going to the place across the Water". haha.


Chent ímash naḿ kw'acht lhen si7l = I went to go visit my grandmother.
October 2, 2007

The Dialogical Relationship Between Learning and Teaching

Last weekend I took the initiative in indigenous ressurgency and cultural revitalization the best way I could.

I started a language class with my family.

I started the idea after I realized the need for my niece to not have to learn the language. That she will just have the language. The language will be...her. This has propelled me to learn the language more vigorously and focused. Reading texts every night, composing sentences, listening to the scarcity of speakers we have left. I'm intending to spend more time in the winter seasons helping out where I can with knowledgeable ones, but like most truly indigenous initiatives, it takes time and patience.

After reflecting on the class, I'm starting to think how I want to develop this project as a whole. It came from what I see as area's of improvement and area's of success of language revitalization. Wikipeida has a great article one language revitalization. Unfortunately to say, a lot can be said about improvement. Now this isn't a point fingers, blame name game. When it comes to something this crucial to our survival, it's a responsibility that befalls every citizen of this nation. Not just the knowledge bearers, but also those who still want our people to be "Sḵwxwú7mesh".

Area's I seen that can improved:
  • more resources devoted to language revival
  • more resources on the language published and present for citizens
  • strengthen trust and commitment in youth participation
  • real measurable achievements of language revival
  • more language classes
  • language classes for different types of learning
  • more then just "classes" and "lessons" on the language. Examples could be actual outings onto the land to see the places the place-names correlate to. Or find the medicine plants we have names for.
  • More ceremonies and cultural events with the use of language
  • Magazines, newspapers, zines, and websites used as tools to raise basic awareness of the issue and of knowledge transfer. Using zines to write about words.
  • Multiple volumes of CD's
    • CD full of people talking in Sḵwxwú7mesh. (To help raise level of awareness on sounds of the language. So the language doesn't "sound" alien to new learners
    • CD going through the basic alphabet of language.
    • CD with children's songs, lullabies, and one story, all in Sḵwxwú7mesh
The language classes in the high school taught me very little about the language, or learning the language itself. We would spend weeks learning a very important part of sentence structure, go on a two week spring break, and forget everything. This all stemmed from: most of the students in these classes rarely spend adequate am mounts of time together for language use, and all students rarely, if never, used the knowledge in real life. Poor instructing and lack of dynamic teaching is also a downfall.

Starting with basic phrases, sentences, salutations, and such can be helpful in just speaking the langauge. Then moving onto titles like mother, father, aunt, uncle, brother, sister, grandmother, grandfather. Having these words in Sḵwxwú7mesh being only used, and not the English equivalent.


The correlation between language instruction and language learning is something that intrigued me. I learned that from instruction, I became better at learning. Things began to stick in my head more as I as saying it with confidence and understanding.

My next step it to destroy the traditional concepts of teaching. That through dialogical communion, between the teacher (myself) and the learning (the other). That together we switch roles constantly, and the teacher-learning becomes the leaner-teacher. Eventually these roles/titles will be irrelevant and it's just all knowledge sharing in the circle. That although I have some more expertise in one are of the language, other learning knowledge is not unimportant, but added to the makeup of the group in general. There background, what ever it may be, also becomes apart of the 'instruction' and we all learn from that.

What I work towards now is more practices in language. Creation of more dynamic ways of teaching. Idea's are through music (particularly singing), dialogue (so conversation but in the language), acting/theater, film,
writing, reading, and physical motion. The pedagogy behind this is that people have different learning styles. Maybe it's based off the Theory of multiple intelligences, or maybe intergral theory's AQAL. Either way, all ways of language revitalization must be looked at and brought forward.

It's a crisis situation.
15 fluent speakers left.
No children learning language.
Once it's gone, it's all over.


If you like to be involved, contact me.
September 19, 2007

B.C.’s native languages rapidly dying: linguists

Wade Davis hit a strong note when he said, "When a language is not being learned by it's children it is already dead, unless durastic change occurence." The threat of annihilation never occured to me. Our language are vital for every damn reason there is to exist. I'm working currently on person and family based inatives to restore some balance in our communities. This, begining with our language. A national emergency does need to be declared, immediatly. It's a crisis situation. The beurocratic slug of Band Council governance and elitism of the "cultural legacy" will not surfice as our survival is at stake. If any Skwxwu7mesh a reading this, please contact me to begin programs, classess, tutoring, lessons, dialogue and media to give out language and our people, a chance of hope.

liberatedyet@gmail.com

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B.C.’s native languages rapidly dying: linguists
Province one of world’s five worst spots for language extinction

Jonathan Woodward, Vancouver Sun; With files from Reuters
Published: Wednesday, September 19, 2007

Indigenous languages are dying off at an alarming rate in British Columbia, prompting linguists to include the province on a list of the five worst global “hot spots” for language extinction.

Most fluent aboriginal speakers are aged 60 or older, and their languages will be lost forever when the last speaker dies, said David Harrison, co-director of the Enduring Voices project, which seeks to document and revitalize languages slipping towards oblivion.

“We’re going to lose an immense storehouse of knowledge,” Harrison said.

There are 6,992 recognized distinct languages worldwide.

On average, one language vanishes every two weeks, taking millennia of human knowledge and history with it, says Harrison, who works out of Swarthmore College in Pennsylvania.

The Enduring Voices project, which is sponsored by National Geographic magazine, includes B.C. as part of the Northwest Pacific Plateau, along with parts of Oregon and Washington state.

The only hot spots where risk of language loss is more severe are northern Australia — where 153 languages face extinction — and a region of South America, where Spanish and Portuguese are smothering local tongues.

The study cited other examples as well, including Siberia, where government policies are forcing speakers of 23 languages to abandon their native tongues.

Oklahoma, Texas and New Mexico, meanwhile, are seeing the legacy of children being punished for speaking their native tongues at government boarding schools.

In B.C., three languages have already become extinct because of colonization and pressures from widespread use of English, said Bill Poser, an adjunct professor at the University of British Columbia who studies the Carrier language in Prince George.

Of the 36 remaining languages, 13 are spoken by fewer than 50 people each, Poser said.

One language, South Tsimshian, is spoken by only one person.

“Virtually none of these languages have speakers under the age of 15,” he said. “Once a language ceases to be learned by children, that’s it. When all of the speakers are over 60, you’re in big trouble.”

Only 15 of an estimated 3,600 Squamish people are fluent in their own language, and all of them are elderly, said Deborah Jacobs, an educator with the band.

“Our language embraces and wraps our identity, our future and our survival as a people,” she said. “It certainly is quite critical that it survive.”

Jacobs’s grandmother, at 97, is a fluent speaker, but Jacobs’s first language is English. Her father went to a residential school, and afterwards did not teach his children their native language, she said.

“I speak the language very much as a child would speak the language,” she said.

Jacobs is working to train teachers in the language, so a school can be set up to teach it to future generations. The process, she said, is a slow one, essentially a race against time to record the language of the elders before they die.

Much of the blame for language loss can be tied to residential schools, UBC linguistics Prof. Suzanne Gessner said. For decades, children were taken away from their families during the school year and educated in English. A compensation package designed to address the wrongs of residential schools did nothing to revitalize languages, she said — and last November, the federal government cut $160 million in funding for aboriginal languages.

“You need money, you need time, you need people trained,” Gessner said. “Efforts are being made, but we’re losing our languages.”

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