9.1-9.7

9.1 PRESERVING MOHAWK

  • Key Speaker: David Kanatawakhon-Maracle, Turtle Clan Mohawk and professor at Western University.

  • Language Survival:

    • For a language to thrive, it must be spoken widely.

    • Bilingualism is a common practice; historically, many Mohawk speakers were bilingual (Mohawk and English).

    • Dr. Kanatawakhon-Maracle actively promotes both speaking and literacy in Mohawk for students.

  • Abandonment of Languages:

    • The misconception that languages should be confined to the home leads to their decline.

    • Languages need to be used in public spaces (streets, stores, etc.) to remain alive.

  • Cultural Context:

    • Mohawk should not solely be relegated to a family context, as it diminishes its use among future generations.

9.2 LEARNING MOHAWK

  • Language Acquisition:

    • Learning Mohawk commonly occurs via immersion or within educational settings.

    • Hearing language spoken in community is crucial for fluency.

  • Effective Learning Strategies:

    • Older generations are essential for preserving language through storytelling.

    • Understanding grammar is pivotal; vocabulary alone is not sufficient for language use.

  • Educational Challenges:

    • Students with limited exposure to grammatical structures struggle to apply vocabulary effectively.

9.3 MOHAWK CULTURE AND LANGUAGE

  • Cultural Integration:

    • Language education is not merely vocabulary; it includes cultural significance.

    • Example: "nyaweh" (thank you) in Mohawk is utilized in specific contexts, unlike English.

  • Change and Continuity:

    • Language changes over time but must retain core cultural elements.

    • Certain grammatical structures, such as the treatment of future negation, reflect unique cultural perspectives.

9.4 CREATING MATERIALS FOR TEACHING MOHAWK

  • Development of Teaching Resources:

    • Dr. Kanatawakhon-Maracle began creating textbooks for Mohawk; few resources existed initially.

    • Importance of using linguistics in education; understanding roots aids in learning.

  • Community Involvement:

    • Collaboration with community leaders and councils to establish classroom programs.

    • Engaging younger minds while drawing on older fluent speakers and their knowledge.

9.5 SPEAKING MOHAWK AND RECONCILIATION

  • Language and Reconciliation:

    • Language learning is integral to reconciliation efforts in Canada.

    • Raising children in Mohawk is encouraged, requiring compatible partnerships among speakers.

  • Ongoing Process:

    • Language learning is a lifelong endeavor; there's always new vocabulary and nuances to grasp.

9.6 ONE VIEW ON THE FUTURE OF INDIGENOUS LANGUAGES

  • Multilingual Canada:

    • Advocates for the inclusion of Indigenous languages in Canada’s identity.

    • Recognizes Indigenous languages as part of a broader Canadian cultural tapestry.

  • Cultural Identity:

    • Speaking Mohawk fosters cultural identity and pride, essential for self-awareness among Indigenous youth.

9.7 RECLAIMING MICHIF

  • Roles in Language Reclamation:

    • Chantale Cenerini highlights the multilingual nature of the Métis Nation and the need for localized approaches in language teaching.

  • Community Focus:

    • Importance of documenting community stories and traditions in the native language as a means of preservation and identity.

    • Community classes are essential for adult learners; recognize the challenges of mastering complex linguistic structures.

  • Building Positive Relationships:

    • Successful language reclamation efforts depend on fostering genuine relationships between linguists and community members.

    • Key lesson: Approach with a sincere intention and a good heart.