Physical

     Looking through a physical lense, respectful and reciprocal relationships with Indigenous communities, Elders, language holders and students are the cornerstone for Language learning in public schools. Without these relationships, there cannot be Indigenous language learning. 

  The 2022 AFN report highlights that some Universities are exemplar institutions for innovative urban language learning programs, including short immersion programs like the one described in "Ititwewiniwak: Language Warriors—the Young Women’s Circle of Leadership” (AFN, 2022, p13) This makes me wonder at potential collaboration opportunities between public schools, Universities & First Nations as partners in supporting "camp" type of shorter immersion experiences for diverse Indigenous youth.  

The AFN report (2022) also explains how Universities have been able to provide physical space, technology and expertise (p13) to help Indigenous communities develop language learning programs and opportunities.  This seems to be a reciprocal relationship with exchange of learning and expertise going both ways, which is an important framework for public schools to consider as new opportunities are developed.

The First People's Principals of Learning, developed in consultation with Indigenous Elders and scholars for the BC English First People's course, provides guidance that for Indigenous peoples "Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)." (FNESC, 2007)

Most importantly, when considering the physical aspect of language learning, is concrete, ongoing funding.  The TRC calls for "sufficient funds for Aboriginal-language revitalization and preservation", as well as equitable funding for First Nations schools which have historically been funded significantly below the level of provincial public schools (Porter, 2016)  It is important to note that adequate funding for First Nations schools who are most likely to have the populations to develop immersion programs, will benefit students learning Indigenous languages in public schools, as the fluent speakers and resources developed in First Nations schools will benefit everyone. 

An innovative consideration from “Indigenous Languages Recognition, Preservation and Revitalization: A Report on the National Dialogue Session on Indigenous Languages” (FPCC, 2016) suggests that incentives for completing language programs should be offered in urban areas to help counterbalance the financial challenges experienced in urban environments. At the bare minimum high school graduation credits should be granted, as called for in the Truth & Reconciliation Commission (TRC) Calls to Action (2015, p2), alongside scholarships and grants for further studies.   

Many First Nations are working with the provinces to develop credentialed language programs (as is happening through the BC Aboriginal Languages IRP process), but this process has been criticized for being overly bureaucratic and not open to Indigenous pedagogies. (BC & FNESC, 2016, 12)  In reflecting on this process, the authors re-iterate that increased, stable, ongoing and targeted funding for language curriculum, resource & program development and sharing is essential to this process. (BC & FINESC, 2016, p19)

Dance and movement are important aspects  bringing physical elements into Indigenous language learning.  One example of this is Ktunaxa artist Samantha Sutherland who is learning her language through online zoom learning & creative expression through dance & play.  She recently presented using the very fun & engaging "total physical response" technique based on dance and movement during our weekly zoom Ktunaxa lesson for educators. Samantha related that she has been studying her language for 3 years through remote zoom learning with an Elder & language keeper in the Ktuanxa ɁamakɁis , while she studies dance in Toronto, illustrating that distance learning through technology can be effective in connecting urban students to language learning remotely.

The Total Physical Response strategy was recommended in the BC Aboriginal languages IRP Review Report  (BC, 2016, p28) This report also notes that another strategy of promise for Indigenous language learning is Dr. Steven Neyooxet Greymorning’s Accelerated Second Language Acquisition (ASLA)" (Shek, 2020) This method focuses on oral instruction supported by the use of images, encouraging learners to think in the language. (NCCIE, 2020)  For an example of this Indigenous developed method being used in Alberta to teach Cree  see: https://www.nccie.ca/story/asla-of-the-cree-language/

Land Based Learning