As
the number of elders whose native tongue is their first language
pass on, tribes are racing to preserve their languages. They are
compiling the first dictionaries for languages that were entirely
oral; recording elders; transcribing tapes; and especially, teaching
the next generation of speakers.
TULALIP
INDIAN RESERVATION - This classroom at first sounds like any other,
as fourth- and fifth- graders belt out the Pledge of Allegiance.
But then they slip seamlessly into Lushootseed, one of Washington
state's native languages.
The
kids want to show off what they have learned. Many have been getting
40 minutes of Lushootseed instruction a day at Tulalip Elementary,
a public school in Snohomish County.
Teacher
Natosha Gobin gets instant decorum just by promising to call on
whoever is sitting quietly, so eager are her students for a turn
at the board.
As
the number of elders whose native tongue is their first language
pass on, tribes throughout Washington and the rest of the country
are racing to preserve their languages. They are compiling the first
dictionaries for languages that were entirely oral; recording elders;
transcribing tapes; and especially, teaching the next generation
of speakers.
The
program, run and paid for by the Tulalip Tribes, has grown since
1993 to 12 employees, including seven full-time instructors teaching
some 500 students, from low-income preschool kids to college- level
classes.
Some
80 percent of the students in the Tulalip Elementary classes are
Indians, but their nonnative classmates are just as interested.
By fourth grade, many are speaking sentences, writing and following
Gobin's commands, all in Lushootseed.
The
students seem to take to the language a tongue twister to
the uninitiated with ease, especially in the earliest grades,
where kids shout out the names of animals they recognize in their
homemade Lushootseed lesson books. Nothing in the curriculum is
off the shelf; instructors create all the lesson and curriculum
materials.
"I
love teaching them something positive, that they can't get anywhere
else," Gobin said of her students. "That gives them pride,
and it's something that helps bring the community together."
Language
is also an intimate connection with culture. "The language
is who you are, it's that anchor, it's another way to believe in
yourself, to know yourself," said Mel Sheldon, chairman of
the board of the Tulalip Tribes.
Dwindling
languages
Language
scholars think that before the arrival of Christopher Columbus,
more than 300 languages were spoken in North America. Today an estimated
175 or so indigenous languages are spoken in the United States but
about 90 percent are moribund, with very few children speaking them
as their first language, according to Michael Krauss, professor
emeritus from the University of Alaska, Fairbanks, an expert in
native languages.
"It's
a very woeful situation," Krauss said.
Languages
are repositories of knowledge: local, historic and environmental,
specific to their place. Every language contains unique cultural
information, such as concepts of kinship and time.
There
are about 16 native languages still spoken in Washington. They are
languages as musical as their names: Makah; Okanagan, Klallam, Quileute,
Lushootseed.
"People
who haven't heard our language, the first thing they say is how
beautiful it is," Gobin said of her native tongue.
Even
for the Tulalips, comparatively better off because of casino wealth
than many others, language recovery is a tall order. There is no
classroom instruction available in the middle- school grades, because
of a lack of teachers.
When
the Tulalips sought to recruit teachers, there were only three applicants,
said language-program director Michele Balagot. And she knows how
hard it is to compete with the cacophony of mainstream American
culture.
"My
daughter would rather be playing Nintendo," she said of her
8-year-old.
Resurrecting
a tongue
In Washington, tribes have formed partnerships with school districts
and the state to reach tribal and nontribal kids in public schools.
As of the 2006-07 school year, 14 instructors were certified by
tribes to teach language in the public schools. Tribes work with
school districts to fit language classes into the school day.
"It's
a priority," said principal Teresa Iyall-Williams at Tulalip
Elementary. Language instruction boosts native students' achievement,
she said. "It increases engagement when they are able to see
themselves in the curriculum."
Non-Indian
students benefit, too: At Port Angeles High School in Clallam County,
where the student body is about 97 percent nonnative, Lower Elwha
Klallam language instructor Jamie Valadez has since 1999 taught
Klallam as one of the elective languages any student can take. Her
classes are made up not only of students from Lower Elwha and other
tribes but nonnative teens curious to learn.
"It
is just something they are interested in and enjoy, they are fascinated
with learning about the native culture," Valadez said.
Learning
another language also hones her students' knowledge of English grammar
and syntax, which they use to decode and build sentences in Klallam.
The
Lower Elwha Klallam Tribe began its language program in 1991. The
tribe is fortunate to have recordings of elders made by linguists
and anthropologists dating back to the 1950s, a trove of tapes tracked
down by the tribe in university collections and elsewhere.
Hours
of the tapes were painstakingly transcribed by Lower Elwha Klallam
elders Bea Charles, 90, and Adeline Smith, 91.
"That
is really the biggest achievement," Valadez said. "Otherwise
we wouldn't even know what those tapes say."
Charles
and Smith also are working to create the tribe's first dictionary,
with the help of Tim Montler, a visiting linguist from the University
of North Texas.
Elders
working to keep their tribes' languages in use were ceremonially
wrapped in blankets at a dinner hosted by the Skokomish tribe last
year to honor them for doing work no one else can before
it's too late.
Charles
seemed to speak for many as she told of the passion she holds for
keeping her tribe's language alive.
"I
will teach," she said, "until my last breath."
Lynda
V. Mapes: 206-464-2736 or lmapes@seattletimes.com
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