Language Revitalization Plan

The Language

Nuchatlaht tribe is a small nation with member’s homes spread to different living locations, and not more than 50 [fluctuating number] members living together on the Nuchatlaht reserve.

The Nuchatlaht dialect is one of 13 Nuchahnulth/Maanulth dialects, and its condition is moribund, of a declining status. People have always had desire to carry language on, however not a lot of ideas came to fruition concerning how to keep the language alive. There simply was not a lot knowledge and resources for knowing how to keep the Nuchatlaht dialect alive.

Then in today’s busy world with so many demands attached to knowing and using the English language in Canada, the Nuchatlaht dialect sat on the back burner for too long. Today, new technology and resources make it possible to keeping the language in good health.

Current Status of the Language

The language is moribund, though not 100% moribund. The existing resources and interest might be enough to turn around the declining status of the language, especially now that there are resources that can coordinate individuals’ ideas and desires. There are several existing language knowledge statuses in the tribe.

First, late Tyee Hawiah Wy-iikaash, Alban Michael, was the last registered member who knew the Nuchatlaht dialect fluently. Mr. Michael passed away approximately 12 months ago. Second, there are desires to become second language learners, and this can be seen in the ideas that came out at meetings.

There are ideas for language classes, more teachers, a call for bringing forward non-members who know the Nuchatlaht dialect. For another, it sounds like there can be at least entry-level silent speakers, for there has been talk about hearing the language as a child and feeling as if it is still in the back of one’s minds.

There is an interest in becoming second language learners among members. There are members who have been taught what they consider the basics: numbers, animal names,greetings; it has been declared at meetings that even with limited knowledge language knowledge is passed on to the next generation.

However, there is not satisfaction with the amount of language that can be passed on. Thus, the desire for resources to increase knowledge steps into the picture.

There are several silent speakers, people who heard the language as a child and they currently feel that they have language but that it needs to be “awakened” in order to be of useful-order. There has been a bit of talk about feeling the language coming forward for their memory when presented with resources.

This status was not widely known before, and it is exciting to know that some members may have more Nuchatlaht dialect language than second language learners, who need to learn it from the first building blocks, such as phonemes.

Though there are not many fluent speakers left, and though the last fluent speakers may not be that highly accessible due to their current work status in language revitalization, there are a few start-up resources available, via recordings and books, to learners to begin meeting those desires to learn and acquire the language. Then excitement has been expressed at meetings for the tribe’s actions of starting language work with this draft plan project.

From personal experience I, Julie John, know that acquiring native language is a grand goal,however, spending years alone with language is not grand. Recordings and books are certainly great resources, but seem to only serve a preschool level language acquisition/learning need.

There seems to be a great need for a resource that will bring people beyond preschool level language to independent growing fluency levels, much like the language status of a free and creative five-year-old speaker who grew up with a native language.

Goal #1

Our Youth

Goal #2

Increase Speakers

Our children are important to us, and we want to see them learn native language along with us. It is a believe they learn faster, so we should not neglect resources for them like language classes and getting involved in any and all language gatherings.

We will aim to see 2 new children start acquiring/learning language younger than 5 years of age in the next 3 years. We also will encourage and inform at least 1 speaker, in next 12 months, of Julie John’s desire for her baby to be bilingual, thus encouraging them to visit her to share language if they can.

When it comes to the community, we know we need to increase the amount of speakers, so we want to aim to several research-proven, by Ehattesaht, and trusted components:

Having one (1) interest based activity for learners in next 24 months; investing in one more person, after investing in the Linguistic Education of Julie John, who is passionate and committed in next 16 months; Investing language with movement in 1 activity in next 12 months.

Goal #3

Creating Language Resources: Direct and Indirect

Goal #4

Combining Language with Cultural Ways

There are language resources that we seek, and the resources are not only direct language acquisition opportunities. The resources also include material objects that will increase the life opportunity of our language and our culture.

Some of the direct language resources that we want to start the process of creating in the next year: 1 new native language “teacher”, 1 new community language class, 1 new language activity night.

Some of the indirect language resources: 1 long house in next 7 years, 1 old age facility in next several years, and research on building interest in the native language in next year.

It is not believed that culture and language are separate things, rather it’s believed that language holds keys to knowing more fully the cultural knowledge that we seek, the cultural practices that we long to know more intimately and that we deeply hope to see carried on for generations.

That is a big reason why we seek cultural practices stay connected with language acquisition, practices such as: 1 pot-latch a year, and learning 7 pieces of traditional knowledge & protocols in the next 4 years.

Goal #5

Increasing components in Native Language Classes and School Grounds

Some components we hope to partner with the school to start with are: starting new and aggressive language strategies with one class of young students; increasing use of target language among all school personal to 3 words a day outside of class in next 12 to 24 months;inserting 3 native written signs in next 12 months.

Goal #6

Including the Community More in School Native Language Activities

For including the community more in school-orientated language goals we will attempt to partner with the school to strive for components believed to work, like: “regular and consistent” language work with one new language school-community partnership in next 2 years; continue using a cultural context to go with language; working on protocol for inviting 1 new community member to pass on their cultural knowledge at the school in next 2 years; bringing in a resident elder to the school in next 2 years.

The Language Revitalization Plan (LRP)

The LRP has been constructed to better benefit the people of Nuchatlaht Tribe. To learn more about the LRP, click the button below.

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