Tó: nya'teká:yen tsi Entewà:ronke'




Brant, Tahohtharátye William Joseph

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This study explores the use of Kanyen’kéha first-language (K1) speaker documentation in adult Kanyen’kéha additional language (K2) learning. For K2 learners to achieve “nya’teká:yen tsi yonhrónhka’,” the highest levels of Kanyen’kéha oral language proficiency, in the current context of Onkwehonwe’néha revitalization in Tyendinaga Mohawk Territory (TMT), learners must access and utilize K1 speaker knowledge and experience. The current vitality status at TMT makes K1 speaker documentation a valuable source for this integral learner need. With great foresight, Tsi Tyónhnheht Onkwawén:na, TMT’s language and cultural centre, has collected K1 documentation for, with, and by their speaker community periodically since 2013 in a project called Ratiwennókwas. An integral part of this research project, the Ratiwennókwas documentation collection served as an exemplar and prompt for focus group and interview discussion concerning K1 documentation use for language learning. K1 speaker, K2 practitioner, and K2 learner participants in focus groups and interviews shared their experiences which clearly exemplified a “Collaborative Practitioner Documentation Approach” for planning, implementing, and disseminating K1 documentation for K2 learning. Findings from these discussions identified three common principles: language documentation for learning must be relational, innovative, and accessible. The products from this research include: a comprehensive catalogue, and online repository Ratiwennókwas K1 documentation resources; audio/visual presentations discussing the collaborative practitioner documentation approach; and a K2 learning unit exemplar utilizing K1 speaker documentation.



Indigenous language documentation, Mohawk language, Kanyen'kéha / Kanien'kéha, Language documentation, Indigenous language revitalization, Language documentation for learning, Collaborative practitioner documentation, Indigenous language learning, Adult language learning