everyday halq’eméylem for classroom...

Everyday Halq’eméylem for Classroom Teachers

by Siyámíya

Wabiskegagakos Na-na-hum-nees

Dianna N. Kay

M.Ed., Simon Fraser University, 2005

B.Ed., University of British Columbia, 1999

Project Submitted in Partial Fulfillment of the

Requirements for the Degree of

Master of Arts

in the

Department of Linguistics

Faculty of Arts and Social Sciences

© Dianna Kay 2019

SIMON FRASER UNIVERSITY

Spring 2019

Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation.

ii

Approval

Name: Dianna Kay

Degree: Master of Arts

Title: Everyday Halq’eméylem for Classroom Teachers

Examining Committee: Chair: Nancy Hedberg Professor

Marianne Ignace Senior Supervisor Professor

Strang Burton Supervisor Instructor Department of Linguistics, University of British Columbia

Date Defended/Approved: April 8, 2019

iii

Ethics Statement

iv

Abstract

An accumulation of papers, lists, and notes of commonly used phrases in

Seabird Island Community School. This document provides information to introduce

Upriver Halq’eméylem to a classroom setting, phrases for transition, commands, time

management, conversational comments found in a classroom setting, math terms,

courtesies, school people, room names, and prayer.

Keywords: Upriver Halq’emeylem, Halklomelem, classroom phrases

Xá:ytem Ye Lhexwale Sí:yá:m te Xals

Te xaxa shxweli Xá:ls e’ leq’aleqel lhe’a te temexw tset, ste’a te Sithikwi, qesu

i’westes yelo lhexwale Sí:yá:m kw’es xeyeltes te Halq’emeylem qesu iyolems kw’es

i’westes mekw’ ye mestiyexw kw’es xeyeltes te sqweltels, qe ewe lisi xetayutl’olem.

Tl’osu kwethatem osu Xá:ytem su la xwa smelmált yutl’olem. Tl’o kwes ewew lisi

ste’astexwes kw’es i’westes kw’e mekw’wates xeyeltes te sqweltels. Kwes ewe lisi xeta

tl’osu iyolem kw’es mis ye lats’ewmexw kw’etxwals mekw’ te slheq’elomets ye

xwexwilmexw. Tl’o kwe’ ewe kw’es toltes kw’es xeyeltes te sqweltels tl’osu e’kw’olem te

slhq’elomets.

The Great Spirit Xá:ls traveled this land, he taught these three Chiefs how to

write their language, and they were supposed to teach everyone how to write their

language, but they did not. The Chiefs were heaped into a pile and turned into stone

because they were supposed to teach the language to everyone, and because they

didn’t people from all different lands will come take all the knowledge from the people,

because they wouldn’t learn to write they lost that knowledge. Elizabeth Phillips,

Siyámiyatéliyòt, 2002, Stó:lō Shxwel

v

Acknowledgements

Éy Swáyél éy qw’e sqwáleweltset we eyes ó te’!

My family, John Silver and our son Hunter Silver-Kay for keeping me grounded.

My sister Karla Kay, my brother Travis Kay, our beloved girl Tayvah, for your love,

encouragement and consistent listening ear, I thank you. My loved ones who left on their

journey, to the numerous cousins who keep me real, I love you all.

Our language teachers – Diane Charlie, Charlene Thomas, Camielle Laslo and

Kwosel Pettis – for entertaining my random queries; Seabird Island Band, Council, and

Education Committee for your trust and commitment to our language; Cindy Kelly, for

realizing our commitment to the preservation of our Upriver Halq’eméylem and support; I

thank you all. Motivation, energy, and strength yálh yuw kw'a's hò:y Koylamot, thank you

Mary Stewart for presenting this whole educational endeavour to me.

From the Halq’eméylem treasure shelves of Lalme’Iwesawtexw, I cumulated a

list of Halq’eméylem Classroom phrases and wordlist for our classroom teachers. In a

short period of time and in consultation with the classroom teachers of Seabird Island

Community School, this document was formed. Contributions from shelves and notes:

Lalme’Iwesawtexw Iwesteleqselh (Edna Bobb, Joe Aleck, Shirley Julian, Evelyn Peters), Kwosel Pettis, Laura Wealick, Mary Stewart, Dr. Susan Russell, Dr. Elizabeth Phillips, Stó:lō Shxweli, Jared Deck, and Dr. Strang Burton.

Please remember, the x is the hard x on the Halq’eméylem phoneme. This

resource used authentic text from the contributors, and was not vetted for accuracy or

common spelling; please double check the orthography with your language lead.

l stl'í: tl'eléwe, s'ólh tál, Kwelaxtelot, (This is for you, our mother, Evelyn Peters)

Siyámíya

Dianna Nadine Kay

Wiyóth kwsu éys te sqwálewels te lólets’e. (always be a person with good thoughts) Coqualeetza Elder’s Group, 1968

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Table of Contents

Approval ............................................................................................................................ ii Ethics Statement ............................................................................................................... iii Abstract ............................................................................................................................ iv

Xá:ytem Ye Lhexwale Sí:yá:m te Xals .......................................................................... iv Acknowledgements ........................................................................................................... v Table of Contents ............................................................................................................. vi List of Tables .................................................................................................................... xii List of Figures................................................................................................................... xii

Chapter 1. Introduction ................................................................................................ 1 1.1. Seabird Island Community School “Where Technology Meets Culture” ................. 1 1.2. Why? The Project .................................................................................................... 2

1.2.1. Responding To the Needs of The Iwesteleq ................................................... 2 Why the Need Exists & Who Is Effected .................................................................... 2

1.3. The Plan .................................................................................................................. 3 1.3.1. Lesson Plans for Implementation .................................................................... 3

Lesson 1 .................................................................................................................... 3 Lesson 2 .................................................................................................................... 5 Lesson 3 .................................................................................................................... 9 Lesson 4 .................................................................................................................. 13 Lesson 5 .................................................................................................................. 16 Lesson 6 - REVIEW ................................................................................................. 19

1.4. Implementation ...................................................................................................... 21 1.5. Outcomes .............................................................................................................. 22 1.6. How is language policy created & changed in Seabird Island? ............................ 22 1.7. Seabird Language Policy Points of Interest .......................................................... 23 1.8. Qwóqwel tel Halq’eméylem: Speakers of Halq’eméylem ....................................... 24

1.8.1. Seabird Island Community School Language Profile .................................... 25 Ethnologue For Halkomelem ................................................................................... 25

Chapter 2. Halq’eméylem and Contact ..................................................................... 26 2.1. Upriver Halq’eméylem and Seabird Island ............................................................ 26 2.2. Varieties of Halklomelem that make Upriver Halq’eméylem ................................. 27

Chapter 3. The Sounds of Upriver Halq’eméylem ................................................... 28 3.1. How the Phoneme Chart began. ........................................................................... 28 3.2. Sounds of Upriver Halq’eméylem .......................................................................... 29

3.2.1. Halq’eméylem Sounds and English Comparison from Galloway’s “How to teach a Class” .............................................................................................................. 29 3.2.2. Dipthongs ...................................................................................................... 30 3.2.3. Louder, Higher, Longer Vowel Sounds ......................................................... 30 3.2.4. Halq’eméylem Consonants Found in English ............................................... 31 3.2.5. Halq’emeylem Sounds not Found in English ................................................ 32

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Blowing Sounds ....................................................................................................... 32 3.3. Teaching the Phoneme ......................................................................................... 33

Chapter 4. School Rules ............................................................................................ 36

Chapter 5. Morning Protocol ..................................................................................... 37 5.1. Morning Assembly ................................................................................................. 37 5.2. Prayer .................................................................................................................... 37

5.2.1. Morning Prayer for the Elementary School: .................................................. 37 5.2.2. Morning Prayer for High school ..................................................................... 38

5.3. Morning Classroom ............................................................................................... 39 5.4. General Greeting ................................................................................................... 39

5.4.1. Answers to Lí chexw we eyó / Lí chxw we éy ó ............................................ 39

Chapter 6. Classroom Vocabulary ............................................................................ 40 6.1. Common Verbs for the Classroom ........................................................................ 40

6.1.1. Phoneme Vocabulary .................................................................................... 40 6.1.2. Classroom Verb-Vocabulary ......................................................................... 40

6.2. Classroom Greetings ............................................................................................ 41 6.3. Halq’eméylem Classroom Phrases ....................................................................... 43

6.3.1. Introductions .................................................................................................. 43 6.3.2. Praise ............................................................................................................ 43 6.3.3. Commands .................................................................................................... 44 6.3.4. Questions ...................................................................................................... 52 6.3.5. Items ............................................................................................................. 57 6.3.6. Time Management ........................................................................................ 58 6.3.7. Comments About Others ............................................................................... 58 6.3.8. Comments Amongst Others .......................................................................... 60 6.3.9. Comments about Self .................................................................................... 62 6.3.10. Yes & No ................................................................................................... 66 6.3.11. Verbs Most Used in Class (every word begins with ‘to’) ............................ 66 6.3.12. Halq’eméylem School Room Names ......................................................... 67 6.3.13. Courtesies ................................................................................................. 70 6.3.14. Math Terms ............................................................................................... 71

Addition .................................................................................................................... 71 Subtraction ............................................................................................................... 71 Multiplication ............................................................................................................ 72 Division .................................................................................................................... 72 Phrases .................................................................................................................... 72

6.3.15. Classroom Supplies ................................................................................... 73 6.3.16. In the Classroom ....................................................................................... 73 6.3.17. School People ........................................................................................... 74

References ..................................................................................................................... 76

viii

Appendix A. Seabird Island Community School Glossary of Upriver Halq’eméylem ...................................................................................................... 77

Numbers .................................................................................................................. 77 Four Seasons .......................................................................................................... 77 Clock ........................................................................................................................ 78 Days ......................................................................................................................... 78 Month ....................................................................................................................... 78 Weather ................................................................................................................... 79 Farm Animals ........................................................................................................... 79 Head ........................................................................................................................ 79 Body ......................................................................................................................... 80 Body Illness ............................................................................................................. 80 Colours .................................................................................................................... 81 Family ...................................................................................................................... 81 Clothing .................................................................................................................... 82 Vegetable ................................................................................................................. 82 Fruit .......................................................................................................................... 83 Tree ......................................................................................................................... 83 Bugs ......................................................................................................................... 83 Money ...................................................................................................................... 84 Bird .......................................................................................................................... 84 Wild Animals ............................................................................................................ 85 Zoo Animals ............................................................................................................. 85 5 W’s ........................................................................................................................ 86 Li as A Question marker .......................................................................................... 86 Community Workers ................................................................................................ 86 Fish .......................................................................................................................... 86

Appendix B. Incorporating Upriver Halq’eméylem in your Classroom .................... 88

Appendix C. Grammar Structures for Classrooms .................................................... 90 Noun, Verb, Qualities Transliteration ....................................................................... 90 Grammatical Structures used at Seabird Island Community School ............... 91 Determiners ............................................................................................................. 91 I (Action Present Tense) .......................................................................................... 91 You (Action Present Tense) ..................................................................................... 91 I (Action Past Tense) ............................................................................................... 91 You (Action Past Tense) .......................................................................................... 91 We (Action Present Tense) ...................................................................................... 91 “You Folks” (Action Present Tense) ......................................................................... 91 “You Folks” (Action Past Tense) .............................................................................. 92 Yes/No Questions, Place The Helper Verb “Li” At The Start Of The Sentence ....... 92 Yes/No Questions, Place The Helper Verb “Li” At The Start Of The Sentence ....... 92 Possessives ............................................................................................................. 93 “My” .......................................................................................................................... 93

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“Your” ....................................................................................................................... 93 “Our” ........................................................................................................................ 93 “You Folks” .............................................................................................................. 94 Regular (Common) Nouns ....................................................................................... 94 Proper Names .......................................................................................................... 94 “His” ......................................................................................................................... 94 “Her” ......................................................................................................................... 95 Simple Sentences With Nouns ................................................................................ 96 Basic Sentence. ....................................................................................................... 96 Transitive Verbs ....................................................................................................... 96 Intransitive Verbs ..................................................................................................... 96 Yes/No Questions .................................................................................................... 96 ADJECTIVE “That” MODIFIES A NOUN ................................................................. 97 “…That I…” .............................................................................................................. 97 …Kw’els… ............................................................................................................... 97 “…That You…” ......................................................................................................... 97 …Kw’as .................................................................................................................... 97 That “We” ................................................................................................................. 98 THAT “You Folks” .................................................................................................... 98 “…That I…” .............................................................................................................. 99 …Kw’els… ............................................................................................................... 99 “…That You…” ......................................................................................................... 99 …Kw’as .................................................................................................................... 99 That “We” ................................................................................................................. 99 THAT “You Folks” .................................................................................................. 100 Always ................................................................................................................... 100 Wiyóth .................................................................................................................... 100 “It’s A Long Time… ................................................................................................ 100 Hith ........................................................................................................................ 100 “It Would Be Better…” ............................................................................................ 101 Éy T'wa .................................................................................................................. 101 “It Is My…” ............................................................................................................. 101 Tl’ó ......................................................................................................................... 101 He/She As The Subject ......................................................................................... 102 He/She As The Do-Ers (Subjects) In A Sentence With Verb Directed Towards Some Other Person/Thing (Receiver) .............................................................................. 102 Dropping Tútl'ò, Thútl'ò .......................................................................................... 102 That He/She/It (Pattern One: Kw'ses) ................................................................... 103 THAT He/She/It (PATTERN TWO: -S ON VERB) ................................................ 104 Emphatic Pronouns ............................................................................................... 105 Emphatic Pronoun ................................................................................................. 105 “It Is Me/You/Us/You Folks” ................................................................................... 105 Emphatic PRONOUN WITH Endings .................................................................... 105 “Me” ....................................................................................................................... 106

x

As The Receiver Of The Action. ............................................................................ 106 “You” ...................................................................................................................... 106 As The Receiver Of The Action. ............................................................................ 106 “Us” As The Receiver Of The Action ..................................................................... 106 “You Folks” AS THE RECIEVER OF THE ACTION .............................................. 106 He/She/It (Or A Separate Noun) Is The Receiver .................................................. 107 'I Did Not' ............................................................................................................... 107 “You Did Not…” ..................................................................................................... 107 “You Folks Did Not…” ............................................................................................ 108

Appendix D. Counting Systems of Upriver Halq’eméylem ..................................... 109 Numeral Lexical Meaning ...................................................................................... 110 Free Roots ............................................................................................................. 110 Words .................................................................................................................... 110 Number Chart 0-100 Using ‘Qas Te’ Skw'exá:m Li te “qas te” ...................................... 111 Number Chart 0 - 1 0 0 U s i n g ‘ K w ’ e ’ Skw'exám li te ‘ K w ’ e ’ ................................. 113 Counting by Hundreds ........................................................................................... 115 Counting by Thousands ......................................................................................... 116 Counting Birds Kwexat Te Thehíws ....................................................................... 116 Counting Blankets Or Dollars Kwexat Te Tl'exw ................................................... 116 Cost #Blankets or Cost Of Dollars [Boas] .............................................................. 118 Counting Canoes Or Boats Belonging To One Person Kwexat Te Tl'exw Sléxwelh ............................................................................................................................... 118 Counting Cards Kwexat Te Lekyó:lta .................................................................... 119 Counting Containers Kwexat Te Shxwélwels ........................................................ 119 Counting Different Things Kwexat Te Lets'emót ................................................... 120 Counting Fish Kwexat Te Sth'ó:qwi ....................................................................... 120 Counting Fruit In A Cluster (As They Grow On A Plant) Kwexat Te Sqe'ó:ls ..... 120 Counting Garments Kwexat Te tel s'íth'em (Garments) ......................................... 121 Counting Houses Or Buildings Of One Person ...................................................... 121 Counting Kinds Or Piles Of Things Kwexat Te Sxtá:mot ....................................... 121 Counting Hours Kwexat Te Skw'í:ls Telling Time ............................................... 122 Counting Leaves Kwexat Te Sts'ó:lha ~ Sch'ó:lha ~ Sts'ólha .............................. 122 Counting Little People Kwexat Te S'ó:Lmexw .................................................... 123 Counting Money Kwexat Te Tále ......................................................................... 123 Counting Coins ...................................................................................................... 123 Counting Dollars .................................................................................................... 124 Counting #Months Since Kwexat Te Skw'xó:s ..................................................... 125 Counting Ordinals .................................................................................................. 125 Counting Things ..................................................................................................... 125 Counting Times ...................................................................................................... 125 Counting Periods Or Blocks At School .................................................................. 126 Counting Paddles Or Paddlers In A Single Canoe Kwexat Te Sq'émél ........... 126 Counting Canoes Belonging To One Person ......................................................... 127

xi

Counting Canoes Belonging To Various People ................................................... 127 Counting Canoes in General ................................................................................. 128 Counting Pants Kwexat Te Seqíws ..................................................................... 128 Counting People Kwexat Te Ó:wqw'elmexw - ..................................................... 128 Counting Bodies .................................................................................................... 129 Counting Ropes, Threads, Sticks, Poles Kwexat Te Sóskw'em ......................... 129 Counting Round Objects ........................................................................................ 129 Counting Wives (A Man With…) Kwexat Te Stó:Les - ......................................... 129 Theoretical Counting Young .................................................................................. 130 Colour Terms When Counting Things ................................................................... 130

Appendix E. Colour of Upriver Halq’eméylem .......................................................... 131 Introduction ............................................................................................................ 131 The Charts ............................................................................................................. 132 Berlin & Kay ........................................................................................................... 132 Munsell Chips ........................................................................................................ 133 Observations .......................................................................................................... 135 Bound Roots for Colour ......................................................................................... 137 Free Root ............................................................................................................... 139 Colour Descriptors ................................................................................................. 139 Red ........................................................................................................................ 140 Shades for Red ...................................................................................................... 140 Orange ................................................................................................................... 141 Shades for Orange ................................................................................................ 141 Yellow .................................................................................................................... 141 Green ..................................................................................................................... 141 Shades for Yellow or Green ................................................................................... 142 Blue ........................................................................................................................ 142 Shades for Blue ..................................................................................................... 143 Gray ....................................................................................................................... 143 Shades of Gray ...................................................................................................... 143 Purple .................................................................................................................... 143 White ...................................................................................................................... 144 Shades of White .................................................................................................... 144 Pink and Rose ....................................................................................................... 144 Shades of Pink and Rose Colour ........................................................................... 145 Brown ..................................................................................................................... 145 Shades of Brown ................................................................................................... 145 Black ...................................................................................................................... 145 References for Colour of Upriver Halq’eméylem ................................................... 147

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List of Tables

Table 1 Process of Seabird Policy Development 2007 ........................................ 23 Table 2 Halklomelem Ethnologue Classification .................................................. 25 Table 3 English & Upriver Halq'emeylem Sound Transliteration .......................... 29 Table 4 Sounds of Upriver Halq'emeylem and English Comparison .................... 29 Table 5 Seabird Island Community School Kindergarten Workbook .................... 35

List of Figures

Figure 1 Halklomelem Dialects from Stó:lō Atlas: Image from The Stó:lō Atlas .... 27 Figure 2 Coqualeetza Phomemic Chart ................................................................. 28

1

Chapter 1. Introduction

Start writing or pasting in your text here. Refer to the Thesis Template

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1.1. Seabird Island Community School “Where Technology Meets Culture”

Seabird Island, with its strong educational vision, implemented revitalization

since 1978, with its locally developed course option at the Seabird Island Band School.

Seabird Island band members contributed to the development of the adopted

orthography, with their contributions to Dr. Brent Galloway’s research; documentation

and development of the Dictionary of Upriver Halq’eméylem and its predecessor “the

Classified Wordlist of the Halq’eméylem Language” contributions extend to the Galloway

“Grammar of the Upriver Halklomelem” with its numerous recordings.

In 1997, Seabird Island was able to graduate students with a Grade Twelve

Diploma in the province of British Columbia, the first in the Fraser Valley, and continues

this policy practice endorsed by the Ministry of Education. With this achievement,

Halq’eméylem was accepted four years later as a second language in the local Colleges

and Universities; Jeff McNeil challenged this policy at UBC in 1984 by using his

knowledge in Halq’eméylem as his second language and won.

In 2008, with coordinated efforts of other Halq’eméylem groups, Halq’eméylem

BC Grades 5-12 Integrated Resource Package was given approval; 2013 Seabird Island

submitted precedence K-4 Integrated Resource Package which receive accolades but is

yet to be published by the Ministry of Education.

Halq’eméylem IRP’s sit with the Modern Languages, alongside languages like

English, French Punjabi, the only First Nations language existent in this department.

Close to forty years later, Seabird Island educates over 400 students during the

regular academic year in Halq’eméylem, all focusing on sounds and normalization and

2

present and basic past tense. Qwóqwel tel Halq’eméylem designed to amalgamate all

the different programs and formulate a fluency plan, provide a place for our language

teacher to speak and improve their fluency, to meet the fluency needs stated by Seabird

Island’s goal of “200 speakers by 2020” as posed by Seabird Island elders(2002).

1.2. Why? The Project

Teachers require focus on the fluency of the instructors. Halq’eméylem, a

referential language dependent upon context, speaking grammatically correct and within

context is not understood without fluency. Language today, with no disrespect to the

legacy of work and instruction, is taught noun based with memorization of phrases.

Students are required to memorize the appropriate phrase and utter the memory of said

phrase back.

Intricacies of “fast speech” and context development is seldom taught and rarely

memorized. Fluency in Halq’eméylem is an object of evaluation, where the memorized

phrase is used. Development of a personalized speech and internalized data bank of

contextual phrases will encourage more conversation and variety of topics enlighten a

speakers descriptive and communicative ideas.

1.2.1. Responding to the Needs of the Iwesteleq

Language teachers, in ad hoc conversations, at conferences, at meetings all

stated: “We need a place where we all can meet so we can work on our conversation.”

“We need a set time so we can develop our language to be better teachers.”

“We need to talk to give our conversation a try, work on our memory, and

develop new phrases.”

Why the Need Exists & Who Is Effected

Most, if not all, Halq’eméylem teachers are required to do the following duties

along with regular teaching duties:

• Translate for everyone, on the spot • Develop own resources • Develop language policy and police the policy • Teach staff, parents, community, be keepers of the culture

3

• Teach without a teachers’ aid, classroom management an issue, • Reports for entire class lists, some teachers have an excess of 300

students all requiring comments and interims. • Be the entire expert or represented of the language and culture. • Culture coordinator – expert artist and protocol expert, drummer and

singer, composer • Expert in traditional food • Documenter, researcher, repository for the language • Speak without being spoken to – memorization of all the language and

idiosyncrasies of the language. • Special education, recess duties, & teach local community programs, and

add additional support to other subject areas.

1.3. The Plan

The plan was to host language classes for teachers during meetings, with a one-

hour session twice a week, planned lessons and workbook to follow.

1.3.1. Lesson Plans for Implementation

Lesson 1

Topic: Classroom

Learning Outcomes:

Listening :Learners can identify key words and sounds in short phrases that are slowly

and carefully articulated.

Spoken Production: Learners can produce simple isolated phrases about their family,

friends, and themselves.

Teaching Technique:

• -DIALOGUE • -TPR • -Rhythm poems & nursery rhymes • -Oral language: question and answer ball throw; dialogue sequencing; simon

says; talking circle • -Written Language Review Techniques: cryptic message; cloze activities;

language experience chart and sentence strips; written invitation. • -Games such as bingo, memory, baseball, spin the bottle, board games all in

your favourite language

4

Opening

Prayer Attendance – greetings – song

Review

Phonemic sounds Numbers: 1,2,3,4, Verbs: walk stand, sit, touch Nouns: ground Practice Script One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up lhexíléx Sit down emétlha One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. Walk Lhexíléx. Ímex. Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. And turn around Lúwe qás qít One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw. Chorus Turn around, touch the ground, shake shake

Lúwe qás qít. Tóset temexw. th'á:tsem, th'á:tsem

Turn around, touch the ground. shake shake


Guided Practiced

set the classroom up to encourage movement. have students follow directions. Physically have each student move. Play: xwe'í:lstexw, xwe'í:lstexw te (name) come here, come here (name) Set up: have the students line up in two rows, parallel on each side of the room.

- Each team has a caller who says, “xwe'í:lstexw, xwe'í:lstexw te (name)” - Team One says, ““xwe'í:lstexw, xwe'í:lstexw te (name)” - The person who is called on Team 2 says, “Xwe'ít.” (what? What is it?) - Team one calls out an action. Team 2 has to try to cross Team One’s line

with out laughing. If the team 2 player smiles or laughs, that player is now on team one’s team.

5

Independent Practice

Use cue cards at home with family. On the playground, use the words. Worksheet match – depending on age.

Assessment

Have students name on a list Check off each word that the each student is able to remember. Suggest words that the students may have forgot or use less.

Door Check

o Say the vocabulary word and have each student do the action as they leave the door.

o Say the vocabulary word and have each student say the action word as they leave the door.

New Words

Action Object Other lhexíléx stand up emétlha sit down ímex Walk tl'eláxw Stop qít turn around

Sample Commands Lhexíléx, emétlha, emétlha

Stand up, sit down, stand up Lhexíléx, ímex, tl'eláxw, tl'eláxw

Stand up, walk, stop, stop Lhexíléx, ímex, tl'eláxw, emétlha

Stand up, walk, stop, sit down Lhexíléx, qít, tl'eláxw, tl'eláxw, emétlha

Stand up, turn around, stop, sit down Lesson 2

Topic: Classroom

Learning Outcomes:



6



Teaching Technique:

• Dialogue • TPR • Rhythm poems & nursery rhymes • Oral language: question and answer ball throw; dialogue sequencing; simon

says; talking circle • Written Language Review Techniques: cryptic message; cloze activities;

language experience chart and sentence strips; written invitation. • Games such as bingo, memory, baseball, spin the bottle, board games all in your

favourite language

Opening


Review

Phonemic sounds Numbers: 1,2,3,4, Verbs: walk stand, sit, touch Nouns: ground Practice Script One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up lhexíléx Sit down emétlha One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. Walk Lhexíléx. Ímex. Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. And turn around Lúwe qás qít One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw. Chorus Turn around, touch the ground, shake shake


Turn around, touch the ground. shake shake


7

Guided Practiced: set the classroom up to encourage movement. have students follow directions. Physically have each student move. Play: xwe'í:lstexw, xwe'í:lstexw te (name) come here, come here (name) Set up: have the students line up in two rows, parallel on each side of the room.



- Introduce new words: : ts'tl'ém, xwó:mxelem, xwem, silíxw

Group Practice:

Using flash cards introduce the symbols for each. Place each card sporadically all over the classroom. Move the student to each card, practicing the verb action.

OPTION: create a treasure hunt for each word. OPTION: create a q-rcode for each word, send the students with a tablet – make sure your IT is working – scan the q- r-code and read the message.

OPTION: create a paper based treasure hunt. OPTION: play bingo.



Assessment

Have students name on a list Check off each word that the each student is able to remember. Suggest words that the students may have forgot or use less.

Door Check



8

Review Action Object Other lhexíléx stand up emétlha sit down ímex Walk tl'eláxw Stop qít turn around

New Words Action Object Other ts'tl'ém jump Xwém fast xwó:mxelem run Silíxw slow

Special Notes:

óyém - (be) slow, (be) late, go slow silíxw - slow down or go slow

xwemxálém ~ xwemxálém – both mean run

Sample Commands Lhexíléx, ímex silíxw, tl'eláxw, ímex silíxw, tl'eláxw, qít stand up, walk slowly, stop, walk slowly, stop, turn Lhexíléx, emétlha silíxw, lhexíléx xwém, emétlha stand up, sit down slowly, stand up fast, sit down Lhexíléx, ímex xwém, tl'eláxw, qít silíxw stand up, walk fast, stop, turn slowly Lhexíléx, ímex, tl'eláxw, ts'tl'ém, ímex xwém stand up, walk, stop, jump, walk fast, stop Lhexíléx, ts'tl'ém, ímex silíxw, tl'eláxw, qít, ímex stand up, jump, walk slowly, stop, turn, walk Lhexíléx, xwó:mxelem, tl'eláxw, xwó:mxelem, tl'eláxw Stand up, run, stop, run, stop

9

Lesson 3

Topic: Classroom

Learning Outcomes:





Teaching Technique:




favourite language

Opening


Review

Phonemic sounds Numbers: 1,2,3,4, Verbs: walk stand, sit, touch Nouns: ground Practice Script

One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up lhexíléx Sit down emétlha One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. Walk Lhexíléx. Ímex. Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. One, two, three, four Léts’e, isále, lhixw, xe’óthel, Sit down emétlha Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa

10

Stand up. Walk. Back up Lhexíléx. Ímex. Yothet Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. sit down Emétlha. Lhexíléx. And turn around, back up Lúwe qás qít. Backup Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw. Guided Practiced

set the classroom up to encourage movement. have students follow directions. Physically have each student move. Play: xwe'í:lstexw, xwe'í:lstexw te (name) come here, come here (name) Set up: have the students line up in two rows, parallel on each side of the room.



- Introduce new words: : ts'tl'ém, xwó:mxelem, xwem, silíxw

Group Practice:

Using numbers 1 – 4 (in the language) place the students in four groups. Have group one choreograph a movement pattern. Have a “dance” off. Each group

will say their sequence and the opposing group will do the movements in the order stated. Once a mistake is made, the opposing team wins! The two groups compete against the other team and continues until there is a winner; they are Champions of TPR Shakers!

Team 1 vs Team 2 Team 3 vs Team 4

Winner vs Winner - winner

Vs CHAMPION OF TPR SHAKER

Loser vs Loser - winner



11

Assessment

Have students name on a list Check off each word that the each student is able to remember. Suggest words that the students may have forgot or use less. Full of Variety: singing, manipulate objects, interaction with the whole class,

interaction with small groups, and interaction individually with the teacher, oral and written language. Was the class engaged:

Dynamic: speak clearly, use gestures and pictures and also watch pacing.

Did you provide a dynamic visuals?Door Check



Review Action Object Other lhexíléx stand up emétlha sit down ímex Walk tl'eláxw Stop qít turn around ts'tl'ém Jump xwó:mxelem Run Yóthet Back up

New Words Action Object Other Yóthet point letá:m Table the

sch'áletstel Chair to

Special Notes:


xwemxálém ~ xwemxálém – both mean run mót'es - Point

letá:m - Table sch'áletstel - Chair

12

Sample Commands lhexíléx, ímex xwém, tl'eláxw, ímex, tl'eláxw, yóthet, tl'eláxw stand up, walk fast, stop, walk, stop, go backwards, stop lhexíléx, emétlha, lhexíléx, mót'es, tl'eláxw stand up, sit down, stand up, point, stop mót'es, tl'eláxw, lhexíléx, mót'es te letá:m, tl'eláxw point, stop, stand up, point to the table, stop mót'es te letá:m, tl'eláxw, lhexíléx xwém, mót'es te letá:m, yóthet point to the table, stop, stand up fast, point to the table, stop lhexíléx, ts'tl'ém, qít, qít, ímex xwém, tl'eláxw, xwó:mxelem stand up, jump, turn, turn, walk fast, stop, run

Other Commands xwó:mxelem yóthet te sch'áletstel, xwó:mxelem yóthet te letá:m Run fast backwards to the chair, run fast backwards to the table Lhexíléx, emétlha, lhexíléx, yóthet, tl'eláxw stand up, sit down, stand up, point, stop

13

Lesson 4

Topic: Classroom

Learning Outcomes:





Teaching Technique:




favourite language

Opening


Review

Phonemic sounds Numbers: 1,2,3,4, Verbs: walk stand, sit, touch Nouns: ground Practice Script

One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up lhexíléx Sit down emétlha One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. Walk Lhexíléx. Ímex. Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. One, two, three, four Léts’e, isále, lhixw, xe’óthel, Sit down emétlha Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa

14

Stand up. Walk. Back up Lhexíléx. Ímex. Yothet Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. sit down Emétlha. Lhexíléx. And turn around, back up Lúwe qás qít. Backup Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw. Guided Practiced

set the classroom up to encourage movement. have students follow directions. Physically have each student move. Quiet Practice: have the students complete the game. Keep the noise level to a

minium, the focus is on articulation of sound. Have the students say each phrase slowly, being mindful of fluency. Allow students to assist one another.

Play: xwe'í:lstexw, xwe'í:lstexw te (name) come here, come here (name) Set up: have the students line up in two rows, parallel on each side of the room.



- Introduce new words: : yóthet

Group Practice:

Play Pictionary with the words. Divide the students into two teams. Have one student draw for each team.

The teacher will select the word each team has to draw – if the team cannot guess the word, the opposing team has the chance to steal the word. When calling the students up, practice the new word “back-up”



Assessment


interaction with small groups, and interaction individually with the teacher, oral and

15

written language. Was the class engaged: Dynamic: speak clearly, use gestures and pictures and also watch pacing.




Review Action Object Other lhexíléx stand up Xwém fast emétlha sit down Silíxw slow ímex Walk tl'eláxw Stop qít turn around ts'tl'ém Jump xwó:mxelem Run Yóthet Back up

New Words Action Object Other Yóthet Back up letá:m Table the

sch'áletstel Chair to

Sample Commands Lhexíléx silíxw, ímex, tl'eláxw, qít silíxw Stand up slowly, walk, stop, turn slowly Lhexíléx, emétlha xwém, lhexíléx, xwó:mxelem, tl'eláxw, ts'tl'ém Stand up, sit down fast, stand up, run, stop, jump Lhexíléx, ímex, yóthet, tl'eláxw, yóthet, tl'eláxw Stand up, walk, go backwards, stop, go backwards, stop

Special Notes:


xwemxálém ~ xwemxálém – both mean run mót'es - Point

letá:m - Table sch'áletstel - Chair

16


Lesson 5

Topic: Classroom

Learning Outcomes:





Teaching Technique:




favourite language

Opening


Review

Phonemic sounds Numbers: 1,2,3,4, Verbs: walk stand, sit, touch Nouns: ground

17

Practice Script One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up lhexíléx Sit down emétlha One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. Walk Lhexíléx. Ímex. Stop. Walk. Stop tl'eláxw. Ímex. tl'eláxw. One, two, three, four Léts’e, isále, lhixw, xe’óthel, Sit down emétlha Five, six, seven, eight lheq'á:tses , t'xém, th'ó:kws, tqá:tsa Stand up. Walk. Back up Lhexíléx. Ímex. Yothet One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx. And turn around Lúwe qás qít One, two, three, four Léts’e, isále, lhixw, xe’óthel, Stand up. sit down Emétlha. Lhexíléx.

Stand up. sit down Emétlha. Lhexíléx. And touch the ground. Tóset temexw.

Guided Practiced

set the classroom up to encourage movement. have students follow directions. Physically have each student move. Quiet Practice: have the students complete the game. Keep the noise level to a

minimum, the focus is on articulation of sound. Have the students say each phrase slowly, being mindful of fluency. Allow students to assist one another.

Play: xwe'í:lstexw, xwe'í:lstexw te (name) come here, come here (name) Set up: have the students line up in two rows, parallel on each side of the room.



- Introduce new words: : yóthet

Group Practice:

Play Pictionary with the words. Divide the students into two teams. Have one student draw for each team.

The teacher will select the word each team has to draw – if the team cannot guess the word, the opposing team has the chance to steal the word. When calling the students up, practice the new word “back-up”

18



Assessment



Dynamic: speak clearly, use gestures and pictures and also watch pacing.




Review Action Object Other lhexíléx stand up Xwém fast emétlha sit down Silíxw slow ímex Walk tl'eláxw Stop qít turn around ts'tl'ém Jump xwó:mxelem Run Yóthet Back up

mót'es Point ímex Walk tl'eláxw Stop New words

swáchet light lhxéyléptel floor

Review Use pictures from previous lesson to review. Action Object Other lhexíléx stand up letá:m table xwém fast emétlha sit down sch'áletstel chair silíxw slow

19

Sample Commands lhexíléx silíxw, ímex, tl'eláxw, yóthet, tl'eláxw stand up slowly, walk, stop, go backwards, stop lhexíléx, mót'es te sch'áletstel, mót'es te letá:m, tl'eláxw stand up, point to the chair, point to the table, stop lhexíléx xwém, emétlha xwém, qít silíxw, mót'es te letá:m, tl'eláxw stand up fast, sit down fast, turn slowly, point to the table, stop lhexíléx, mót'es te swáchet, l'eláxw stand up, point to the light, stop mót'es te lhxéyléptel, tl'eláxw, mót'es te lhxéyléptel, point to the floor, stop, stand up, point to the floor Other Commands mót'es silíxw te sch'áletstel, mót'es xwém te letá:m Point slowly to the floor, point quickly to the light Ímex xwém te letá:m, xwó:mxelem silíxw te sch'áletstel Walk fast to the table, run slow to the chair

Lesson 6 - REVIEW

Topic: Classroom

Learning Outcomes:





Teaching Technique:




favourite language

Opening


20

Review

Use pictures from previous lesson to review.

Action

lhexíléx stand up

letá:m table xwém fast

emétlha sit down

sch'áletstel chair silíxw slow

ímex walk swáchet light the tl'eláxw stop lhxéyléptel floor to qít turn

around

ts'tl'ém jump xwó:mxelem run yóthet back

up mót'es point Sample Commands lhexíléx silíxw, ímex, tl'eláxw, yóthet, tl'eláxw stand up slowly, walk, stop, go backwards, stop lhexíléx, mót'es te sch'áletstel, mót'es te letá:m, tl'eláxw stand up, point to the chair, point to the table, stop lhexíléx xwém, emétlha xwém, qít silíxw, mót'es te letá:m, tl'eláxw stand up fast, sit down fast, turn slowly, point to the table, stop lhexíléx, mót'es te swáchet, l'eláxw stand up, point to the light, stop mót'es te lhxéyléptel, tl'eláxw, mót'es te lhxéyléptel, point to the floor, stop, stand up, point to the floor mót'es silíxw te sch'áletstel, mót'es xwém te letá:m Point slowly to the floor, point quickly to the light Ímex xwém te letá:m, xwó:mxelem silíxw te sch'áletstel Walk fast to the table, run slow to the chair

Assessment



21

Dynamic: speak clearly, use gestures and pictures and also watch pacing. Have students lead small groups.

Did you provide a dynamic visuals?

Door Check




1.4. Implementation

Our first meeting I introduced the Stó:lō territory and the Seabird Island Band,

how laws and politics defined our current council and our nations role in society. Seabird

Island is unique because of our Independent Band operated school, and alternative to

local public schools. Seabird Island community school, in operation since

1978(Gardner:1986), operates from Primary Kindergarten to first level College Programs

in trades and Education(Seabird:2019); we also host the Native Indigenous Teacher

Education Program (UBC), Early Childhood Education Diploma (UFV), and Practical

Nursing Program (VCC) along with numerous trades programs.

Teachers were expected to complete the language “Indigenous language

learning assessment tool”, created by Dr. Onowa McIvor and Dr. Peter Jacobs 2016, via

email or hard copy. Invitations, by signs, personal, were completed. Most teachers were

entertained with the idea, but the professional expectations rose and shifts needed to

occur. Shifts in implantation needed mobility, flexibility, and meet at the interested

teachers’ expectation.

Second meeting, introduction of the language, its sounds and introductions was

the topic. Considering the attendance, a shift was needed in order meet the needs of our

22

teachers, mobility was important and completing a language shift experientially was

necessary. Meetings, ad hoc interjections of the languages, and drop-in’s became status

quo. The development of a resource text, 75-second phoneme video, sound files were

developed for ease of access.

1.5. Outcomes

The formal classroom did not work. Reasons for not working was time,

professional expectations, familial expectations, and location. Once we did a

presentation shift, the language shift occurred. In classrooms, prior to the promotion of

the language, signage changed, greetings changed. We have staff greeting each other

with “Ey latelh” in the morning, “Ey swayel” during the day. Praising children with “Tsel

ey”, and leaving with “Ey cha te swayel!”

Moreover, children are greeting adults with these same phrases. The goal was to

make Upriver Halq’eméylem mainstream, it will take time to shift, but the shift began and

will continue.

1.6. How is language policy created & changed in Seabird Island?

Currently, in Seabird Island Band, there is no written form of language policy. In 2006,

Seabird Island ECE hosted a gathering for all our stakeholders and set a decree to use

only Upriver Halq’eméylem. In April of this 2014, by direction of our senior Halq’eméylem

language instructors and elders, we announced use the phonetic chart presented by

Coqualeetza 1977 and the Galloway collection of orthography.

With the new onset of language learners and educators, a policy is a definite need for

our community. Seabird Island is one of 94 different bands who manage their own lands

under the First Nations Lands Managements Act which permits the creations of laws.

Thusly, our community can create a language law. This law is tied to the land by oral

stories and Stó:lō belief that Halq’eméylem is the language of the Stó:lō lands.

Policy creation, in Seabird Island is completed by the following process as per the

Seabird Island Band Governance Model 2007:

23

Table 1 Process of Seabird Policy Development 2007 1. Identification of need. 2. Band Council Motion (BCM) to create said policy with selection of council

members, usually portfolio holders to participate in its creation. 3. Budget tied to policy. Budget amendments necessary with appropriate

financial motions. 4. Staff, resources sought and organized. 5. Community request for committee members, submission of application for

policy development or letter of intent for committee submitted. Selection of members, public announcement of committee members.

6. Terms of Reference created with Council Mandate. 7. Staff search examples of said policy. Educates community members, and

informs committee members of all avenues, ideas, arguments of said policy.

8. Creation begins.

This is the common practice for Seabird Island, we employ a policy analysis and

formulated this process over years of policy writing. Every committee creates their own

Terms of Reference as a practice exercise of communication, to set the stage for the

next steps.

1.7. Seabird Language Policy Points of Interest

• It is SICS policy that staff are required to learn Halq’eméylem and to integrate the language into their daily discourse with the children.

• SICS language teachers (Edna Bobb, Shirley Julian, Kwosel Pettis) contributed to the development of the UPRIVER HALQ’EMEYLEM dictionary

• SICS currently holds a seat with Etymology of Salish Languages which is the development of new words for the Salishan languages.

• Through the UPRIVER HALQ’EMEYLEM Translation Contest, SICS introduced 679 words and over thousand phrases to the Stó:lō territory.

24

1.8. Qwóqwel tel Halq’eméylem: Speakers of Halq’eméylem

Qwóqwel tel Halq’eméylem programs involve the acquisition of an additional

Halq’eméylem for the purpose of effective communication (and thinking) in everyday

situations. Immersion methodologies such as TPR, WAYK, Common-Experiential

Approach and Natural method seeks to match a natural speaker of the language.

Ideally, a learner first exposure to Halq’eméylem: listens to the Halq’eméylem, then he

begins to speak the Halq’eméylem, followed some time later by learning to read and

write the Halq’eméylem. Oral Halq’eméylem, is the foundation of reading and writing

skills. A strong emphasis on oral Halq’eméylem development is crucial for the success of

an immersion program, for our teachers a space for Halq’eméylem to naturally occur is

necessary for their personal development in language acquisition. Teachers require the

necessary support on how to achieve comprehension by the students, as well as on how

to deal with learning plateaus, and how and when to correct the students’ errors. The

ever-changing role of the teacher, the classroom environment, the delivery of learning

activities and the evaluation of the students’ oral development are discussed. Processes

and conversation, inclusion of a number of games and activities successful in immersion

classrooms are described and technology communication strategies in the classroom.

Lalme’Iwesawtexw proposes to host a place for our Language teachers to improve their

oratory, fast speech, and immersion programming in our endangered language.

Halq’eméylem currently, is on UNESCO list as extremely endangered list and scores

highly on the EGIDS list that states language loss is emanate. A formulation of Qwóqwel

tel Halq’eméylem that houses the following: development of fluency, teaching

methodologies, Speaker Series, and resource sharing. Language revitalization, a critical

action for any indigenous language, supported by the First Peoples Language and

Culture foundation, this document is an exercise in their process of language

revitalization and protected under international law.

25

1.8.1. Seabird Island Community School Language Profile

Ethnologue For Halkomelem

Ethnologue is a comprehensive reference work cataloging all of the world’s known living

languages. World linguists categorize the world’s languages on a five-scale system

described below, as well as mapping, categorizing and logging the world’s languages.

Table 2 Halklomelem Ethnologue Classification (Ethnologue Halklomelem)

SEABIRD ISLAND’S EHTNOLOGUE CLASSIFICATION ISO Code: 639-3 hur Halklomemlem

Language Halklomemlem Upriver Halq’eméylem – Seabird Island

Classification Salish, Central Salish Central Salish Language Family

Salish Salish

Location Southwest British Columbia, in many small communities along the lower Fraser river, the east coast of Vancouver Island

Eastern Fraser Valley, British Columbia

Fluent Speakers

570 in Canada, 100 passive speakers

0 possibly 3 passive speakers

Population in all Countries

595 N/A

Ethnic Population

6700 942

Status 8a (Moribund) Alternate Names

Holkomelem

Dialects Downriver Halkomelem, Island Halkomelem, Upriver Halkomelem.

Upriver Halq’eméylem

Language use Older adults Halq’eméylem classes and greetings

26

Chapter 2. Halq’eméylem and Contact

Halq’eméylem language prior to contact estimated some 30,000 Halq’eméylem

speakers; by 1928 a decline to 1300 speakers, and in 2012 only one known fluent

speaker of Upriver Halq’eméylem remains. In 250 years of Eurocentric acculturation, the

“Halq’eméylem language was nearly completely annihilated” ( (Gardner); government

policy attempted to make the Stó:lō st’áxem (worthless people who lack the knowledge

of their culture, language and lineage) in their own territory. Now considered a severely

endangered language by UNESCO Atlas of the World’s Languages in Danger (2012);

Halq’eméylem speaking communities are currently reviving their traditional language by

education, documentation, and policy to preserve Stó:lō history, culture and identity

“aspire to become smelá:lh” (Garner: 2009) (worthy people who know their history and

language).

2.1. Upriver Halq’eméylem and Seabird Island

Seabird Island Community school taught Upriver Halq’eméylem as a course since its’

beginnings in 1978 under the credence that “We want education to give our children a

strong sense of identity, with confidence in their personal worth and ability.” In the

beginning, Upriver Halq’eméylem was taught under the provincial policy for locally

developed courses which permitted 3% of the allotted teaching time to local interest.

Seabird Island Band Education Committee and then Education Manager fought tirelessly

to increase those minutes, finding solutions to time and scheduling. Meanwhile, Jeff

McNeil fought for his understanding of Upriver Halq’eméylem and used it to enter UBC’s

Native Indian Teacher Education Program, as a second language requirement. It was

not on until 2008, the acceptance of the Upriver Halq’eméylem Integrated Resource

Package, that Upriver Halq’eméylem was “legally” permitted on report cards as

Halq’eméylem, prior SICS could only use ‘Locally Developed Course or LDC” on the

legal document. Currently, SICS is the keeper of the Curriculum documents from K-12.

27

2.2. Varieties of Halklomelem that make Upriver Halq’eméylem

Upriver Halq’eméylem is a member of the Halkomelem dialect group of Salish

languages. Upriver contains Chilliwack, Chehalis, Tait, Sumas/Kilgard, Chelexwōqwem,

Lhéchelexem, Nicomen,Pilalt, and Skowlitz varieties of Halq’eméylem language to make

our list of what we use today as standard, the Galloway Upriver Halklomelem Dictionary.

( (Gerdts), (Galloway, A Grammar of Upriver Halklomelem)

Figure 1 Halklomelem Dialects from Stó:lō Atlas: Image from The Stó:lō Atlas

28

Chapter 3. The Sounds of Upriver Halq’eméylem

3.1. How the Phoneme Chart began.

The phonetic chart used today was collected by Dr. Brent Galloway. He began

his fieldwork with the Stó:lō people in August 1970, where he began to document and

preserve the language. At that time Dr. Galloway stated, “At present, there seems to be

about 50 to 75 speakers of Upper Stalo… and all over 60 years of age.” (Galloway:

1977). The Phoneme Chart began in 1974 when Galloway was hired to teach, document

and preserve the language. He and his team amassed a data base of some 15,000

words. By 1977, after transcribing several meetings and recordings The Coqualeetza

Cultural Education Centre released its phonemic chart. (B. G. Centre)

Figure 2 Coqualeetza Phomemic Chart

29

3.2. Sounds of Upriver Halq’eméylem

There are 39 sounds in the Upriver Halq’eméylem language: 6 vowel sounds, 33

consonant sounds. English sound not present in Upriver Halq’eméylem are; in

transliteration of an English word to Halq’eméylem fluent speakers would use the

following letters to replace the English letter with the Upriver Halq’eméylem letter

(Galloway, How to Hold a Class)

Table 3 English & Upriver Halq'emeylem Sound Transliteration English Letter Upriver Halq’eméylem Letter b p or sometimes m d t f p g k or sometimes kw kl lh j ch n l r l or disappears v m or sometimes p z s

Below is the sounds of Upriver Halq’eméylem with its’ English similarity. Examples are

given with the closest sounds. (Galloway, A Grammar of Upriver Halklomelem) (S. R.

Centre)

3.2.1. Halq’eméylem Sounds and English Comparison from Galloway’s “How to teach a Class”

Table 4 Sounds of Upriver Halq'emeylem and English Comparison The vowels in Halq'eméylem are:

a as in English fat, bat (when under ´ or ` or before w or y) or as in English "sell" or "bet" (elsewhere).

e as in English sill, bill (when between palatal sounds l, lh, x, y, s, ts, ts', k, k') or as in English "pull" or "bull" (when between labialized sounds m,

w, kw, kw', qw, qw', xw, xw) or as in English "mutt", "what" (elsewhere).

30

i as in English "antique", "beet", "eel."

o as in English "pot", "mop", "father", "brother."

ō as in English "no", "go", "crow."

u as in English "Sue", "soon", "moon", "flu."

3.2.2. Dipthongs

Most vowels can be followed by [y] or [w] in the same syllable:

aw as in English "cow."

ay rare in English, some have it in "sang."

ew as in Canadian English "about."

ey as in English "bait."

iw as in English "peewee" minus the last "ee."

iy as in English "beet."

ōw as in English "ah well" minus the last "ell."

oy as in English "bite."

ow as in English "bowl."

3.2.3. Louder, Higher, Longer Vowel Sounds

´ or ` Almost all Halq'eméylem words have at least one stressed vowel (like á or à or ´ı for example). Some words have several stressed vowels. The

stress marks are needed to tell which part of the word is said louder and

31

higher. Without this a speaker will have a foreign accent or say the

wrong word. Stress (´ or ` does not change the pronunciation of a vowel

(qwá:l "mosquito" and qwà:l "talk" both rhyme with English "pal"). Stress

means the vowel is pronounced fairly loud and with a higher melody than if the vowel was unstressed. High stress (shown by ´ over a vowel) has the highest pitch, about four notes above a vowel without a stress

mark. Mid stress (shown by ` over a vowel) has a medium pitch, about

two notes above a vowel without stress.

: means that the sound before the colon is prolonged or dragged out twice as long as a sound without a following colon.

3.2.4. Halq’eméylem Consonants Found in English

The only consonants which are pronounced like those in English are:

p as in English "pill" and "spin."

t as in English "tick" and "stand."

ch as in English "church."

ts as in English "rats."

k as in English "king" and "skill."

kw as in English "inkwell" and "queen."

th as in English "thin" (but not voiced as in "this" or "the").

sh as in English "shine."

s as in English "sill."

h as in English "hat."

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m as in English "man" and "bottom."

l as in English "land" and "camels."

y as in English "yes" and "say." w as in English "wood" and "how."

3.2.5. Halq’emeylem Sounds not Found in English

q made by raising the very back of the tongue to touch the soft palate

qw made just like the q but with rounded lips

There are ten consonants written with an apostrophe: ch', k', kw', p', q', qw', t', th', ts', tl'. These are popped or glottalized consonants. Th occurs in English width and breadth. ' glottal stop. It is found in a few words in English like, "mutton" or

"button" or Cockney English "bottle" (spelled with "tt") or beginning each

"uh" in "uh-uh" (the sound meaning "no") or the sound beginning "earns"

in "Mary earns" when pronounced differently from "Mary yearns."

lh made by putting your tongue in position to say an "l" but then blowing air (like an "h") around the sides of the tongue. This sound may be heard in

English after "k" sound in a few words like "clean" (klhin) or "clear" or

"climb."

Blowing Sounds

There are four blown x sounds. These sounds are made by raising the tongue to

narrow the passage of air till you hear the friction of the air:

x made with the middle of the tongue raised roughly in the same place is it is put to make a y as in "yawn." But instead of using your voice you just blow air and it produces a friction sound

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between the middle of the tongue and the front of the hard palate. English has this sound first in "Hugh" or "hew."

xw made with the tongue raised a little further back, by the middle off the hard palate (roof of the mouth), but it also requires rounded lips. It

sounds a lot like wh in some words in English but with more friction on

the roof of the mouth.

x made still further back, in fact with the back of the tongue raised close to the soft palate (where the q is made). German has this sound in "ach"

for example, and Scottish has it in "lock" meaning "lake."

xw made in the same back place as x but is also made with round lips. It is like a blown qw while x is like a blown q.

3.3. Teaching the Phoneme

In conversation with our Upriver Halq’eméylem language teachers, they were

encouraged by their language teachers to teach the phoneme as designed by Galloway

and the Coqualeetza Elders; that particular phonemic chart is designed with the six

vowels first, the remaining 27 consonants positioned according to the International

Phonetic Alphabet points of articulation. Today, this custom remains. In 1997, Kwosel

Pettis (Stella Pettis of Seabird Island) (K. Pettis)designed a chant for the phonemic

chart:

Í í xwelam te í:mex is for walking Ee xwelam te emét is for to sit, sit up, sit down A a xwelam te áxe is for Canada goose U u xwelam te tú:xwes is for nine dollars O o xwelam te ó:lh is for to get into Ōō xwelam te stó:lō is for river M m xwelam te músmes is for cow Ch ch xwelam te cháléx is for hand Ch’ ch’ xwelam te ch’áyxwt is for to dry something P p xwelam te ptá:kwem is for bracken fern P’ p’ xwelam te sp’óq’es is for eagle ‘ xwelam te s’ó:pels is for ten o’clock K k xwelam te kopú is for coat

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K’ k’ xwelam te pésk’a is for hummingbird Kw kw xwelam te kwósel is for star Kw’ kw’ xwelam te kw’í:tsel is for grizzly bear Y y xwelam te yóyeqw’em is for to perspire W w xwelam te wíweqes is for yawning Q q xwelam te qá:lq is for rose Q’ q’ xwelam te q’á:mí is for girl Qw qw xwelam te qwe’óp is for apple Qw’ qw’ xwelam te qw’ō:l is for ear T t xwelam te téxwets is for bow T’ t’ xwelam te t’í:lem is for to sing Ts ts xwelam te tselqó:mé is for blackcap Ts’ ts’ xwelam te ts’átem is for crawling Th th xwelam te thqá:t is for tree Th’ th’ xwelam te th’á:le is for heart Tl’ tl’ xwelam te tl’ítl’alqtéle is for fawn L l xwelam te lálém is for house H h xwelam te héyeqw is for fire Lh lh xwelam te lhí:m is for picking berries S s xwelam te sqelá:w is for beaver Sh sh xwelam te kweshú is for pig Shxw shxw xwelam te shxwímála is for store X x xwelam te xá:ysem is for ant X x xwelam te xá:m is for crying Xw xw xwelam te xwélmexw is for first nations person Xw Xw xwelam te xwexwáye is for blowfly

In 2014, I challenged this method and researched the phonemic instruction to

mirror how English language is learned. This research not only offended many, but

placed a spotlight on the plight of Upriver Halq’emeylem. Considering in Canada,

English is the predominate language, the introduction of the Halq’eméylem language in

this text is based on the research of the first English sounds enfants are taught in

Canada. Using the phonemic chart

everyday halq’eméylem for classroom...

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