Acknowledgements
This series is written with respect and gratitude for the W̱SÁNEĆ peoples – the MÁLEXEȽ (Malahat), W̱SĺḴEM (Tseycum), BOḰEĆEN (Pauquachin), SȾÁUTW̱ (Tsawout), and W̱JOȽEȽP (Tsartlip) – on whose land I currently live uninvited, for the lək̓ʷəŋən peoples – the Esquimalt and Songhees – on whose territory I study uninvited, and for the Hul’q’umi’num’-speaking peoples – the Halalt, Penelakut, Lyackson, Stz’uminus, Quw’utsun, Snuneymuxw, and Ts’uubaa-asatx Nations – on whose land I grew up. Their interconnectedness with the land and nature is a relationship that has existed since time immemorial and is one which continues to this day. I give respect to the Indigenous peoples, to the elders, and to the ancestors for their knowledge and wisdom that supports me as I am being educated and as I educate others.
Introduction
This blog post is one instalment of a two-part series on my free inquiry blog. So far on this blog, I have largely discussed websites and tools made by North Americans and Europeans. It is my responsibility – and my pleasure – as a future educator to acknowledge and promote resources created by Indigenous people in this series. As I write on these resources, I am consistently referring to and recalling the First Peoples Principles of Learning, which actively help to guide my education and my teaching practice.
First Voices
The first instalment in the series is about the open-source language cataloguing and revitalization website First Voices. This website exists as an ever-growing, ever-evolving database of over 50 unique Indigenous languages across British Columbia. Speakers of these languages can contribute to the site themselves and the site team will review and post the contributions on separate pages individual to each language. The site was launched in 2003 by the First Peoples’ Cultural Council, a non-profit organisation run by members of a variety of Indigenous communities in BC, and is funded by the First Peoples’ Cultural Foundation.
History
Throughout the centuries of colonialism by Europeans on Turtle Island/in North America, many Indigenous languages have been expunged in an attempt to make European languages and customs the only languages and customs. Despite concerted efforts by colonial powers to kill languages, many have survived. With a deep and rich history or oral knowledge passed down across generations, Indigenous communities require their language to preserve not only their unique expression of communication but of their entire cultural history. This makes language revitalization one of the most important movements on the continent. First Voices is a part of the movement that uses digital technologies to preserve and enliven many of these languages that need such efforts.
How can teachers use this resource?
With this website, every teacher in British Columbia has access to a part of the traditional vocabulary of the Indigenous people on whose territory they teach. It is still best practice to consult local First Nations and make connections with the Indigenous communities they serve. But, after these connections have been established, and after a teacher has consulted with the Indigenous Education department in their school district and any other authorities or concerned parties, they may consider using some of the localised traditional vocabulary in their teaching practice. Utilising some of the vocabulary respectfully, responsibly, and purposefully can help to reconnect the language with the territory amongst their students. It takes only a small amount of time and effort to do, but makes a large difference in our journey through reconciliation and language revitalization.
