Bibliographic record
Abstract
Indigenous languages are disappearing at an alarming rate and many face the risk of extinc-tion. In the recent past, Canada implemented language policies and laws aiming to eradicate Indigenous languages and cultures thus putting them at risk of extinction. In 2019, Nation-al Chief Perry Bellegarde spoke to the Assembly of First Nations Special Chiefs Assembly in Ottawa on this subject, “Our languages connect us all to our ceremonies, to our lands, to our waters and to our right to self-determination as Indigenous peoples, we want our chil-dren to grow up with these rich and beautiful languages.” (p.1) Oral tradition has been in place since before the creation of time. Indigenous people in Canada come from this tradi-tion, their language being the primary tool for daily communication and holding within it a connection to the land, ancestors, memory, and identity. Orality is dynamic as it holds liv-ing memories and serves to transmit knowledge and beliefs, as well as maintains historical records and sustains culture and identity. Dënesųłiné language, like every Indigenous lan-guage in Canada, faces extinction. Canadian educators are now doing the complex and emotional work of Language Revitalization. Decolonizing, Indigenizing and reconciling are parts of the process. This project explores the importance of orality for the Dënesųłiné (pronounced as Den-a-sooth-leh-na), of the Athabaskan language family. This project is a unit plan devel-oped with the guidance of elders, knowledge keepers and fluent language speakers of Łuechok Túe. The unit plan serves to bridge the knowledge between a Euro western system and the many ways of knowing with Canada’s Indigenous people, namely the Dënesųłiné. The research was guided by a Dënesųłiné framework supported by community members and fluent Dënesųłiné language speakers. The author is not fluent in Dënesųłiné; however, she shares the same goal of her home community to use education to “create speakers, and to re-establish Denesųłiné as the first language on Cold Lake First Nations.” This paper outlines the process of working collaboratively from a distance with fluent Dënesųłiné lan-guage speakers with the goal of creating a resource that can be used in the public school system to meet the requirements mandated by the BC Ministry of Education with whom the researcher is employed as a public school teacher. The research uses the important teach-ings, ceremony, culture, Dënesųłiné language and worldview obtained through interviews with fluent Dënesųłiné language and culture carriers. This unit plan is intended to be shared as a resource for her own community but also to be shared within the public school district where she is employed so that others may understand the importance of language, culture and traditions while taking into account the impacts of colonization. This fosters understanding and a supportive learning atmosphere built upon encouragement and hu-mour, while recognizing that working on language revitalization is a healing journey.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.335 | 0.188 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".