Defying Maliseet Language Death: Emergent Vitalities of Language, Culture, and Identity in Eastern Canada

Index

Index Page numbers in italic refer to illustrations. aboriginal communities demonstration , 179–81, 210n18 aboriginality, 9, 149–51, 154–56, 165–66, 170–71, 173, 180–83, 188–90, 199, 208n4, 210nn1–3 aboriginal literature, 54–55 Aboriginal Peoples Television Network (aptn), 194 academic context of language maintenance, 68, 81–92 Adelson, Naomi, 156, 166, 173–74 adult classes in Maliseet, 132–39 adults, identity and being of, 19, 160–68 agents of language maintenance, 69–77 alphabet, Maliseet-Passamaquoddy , 95–96 alphabet books, 75, 83 alphabet exercises, 91, 95–96, 98, 108, 110, 118, 133 alternative vitalities, 146–48. See also future of Maliseet language, culture, and identity amended Indian Act of 1951, 175–76 amended Indian Act of 1985, 176, 178, 182 anthropologist, author as native, 20–24, 29–30, 203nn24–30 Appadurai, Arjun, 10, 155, 197 arts and crafts in classroom, 158–59 arts program meeting at Mah-Sos School, 181–82 Assembly of First Nations, 179–80 assimilatory pressure, 48–52, 78 assisted suicide, language, 139–40 Atlantic Policy Congress, 188 Auntie (Maliseet elder), 157 Australian Aboriginal languages, 43–45, 47, 50–51, 53–54, 56 autoethnography. See anthropologist , author as native Baldwin, Daryl, 35 | index 226 Bantu, 38–39 Barb (chair of Native Studies, St. Thomas University), 66, 68, 72, 81–83 basket making, 71 Ben (adult Maliseet student), 135–37 benign neglect, 129, 132, 134, 139–40 bilingual signs on reservation, 186 Bill C-31, 9, 174–78, 182 Black, Henrietta, 59, 135–37, 192–94 blaming the victim, 140–43 blood quantum issue, 9, 153–54, 161, 163, 165, 173–74, 177–78, 208nn5–6 boarding schools, 44–46, 49, 78 Boas, Franz, 32–33 Bob (Tobique community elder), 97–100, 159–60 booklet project, 117 boundary maintenance, language, 166 Brad (Maliseet young adult), 168–69 breakdown in isolation, 46–47 Brenzinger, Matthias, 33 “cascade of extinction,” 140–41, 207n4 (chap. 6) Champlain, Samuel de, 16 charismatic indigeneity, 156 classroom language practice, 102–3 classroom setup, 103 classroom time, lack, 87–89 Clatworthy, Stewart, 177 “Clip 17,” 192 clusters of suicide, Shneidman’s, 143–44 codification of Maliseet language. See Maliseet language codification cognitive shifts in Maliseet language instruction, 7–8, 89–92 colonialism, 38, 78 color vocabulary, 105–6 commonalities of suicide, Shneidman ’s, 130 community context of language maintenance, 67, 79 constituent-directed ideology, 77–79 contextual constraints of language maintenance, 68–69 contingent ontology, 146–47 continuity of language and culture, 58–62 Crystal, David, 5, 10, 35, 39–41 cultural diacritics, 10, 187 cultural hegemony, 50–52 cultural identity, 15, 22, 30. See also future of Maliseet language, culture , and identity Cultural Resource Center (proposed ), 187–88, 195, 199 culture: and identity, 173, 178; and language ties, 136–39, 151–53, 161, 165. See also future of Maliseet language, culture, and identity curriculum and practice. See Maliseet elementary curriculum and practice Curtis, Edward S., 32 Cushing, Frank Hamilton, 32 Cuz (Maliseet adult), 157 Dan (aboriginal education consultant ), 66–68, 78, 79–83 index | 227 death of Maliseet speakers, 185–86 Deloria, Vine, Jr., 28, 156 depression: among Flatheads, 27–28; at loss of language, 161 diacritics, 10, 187 The Dialogic Emergence of Culture (Tedlock and Mannheim), 26 dialogue exercises, 106–7 Diane (Maliseet speaker), 126 dictionaries: elder’s, 159; Passamaquoddy -Maliseet, 18, 93–94, 96, 100; student’s, 108 directional signs on reservation, 186 disembodiment, language. See language disembodiment domains of language maintenance, 65–68 domestication of language, 6–7, 38, 64, 89 Dorian, Nancy, 33, 39–41, 57–58, 61, 122 dormitory schools, 44, 78 drumming, 165, 171–72, 180 Durkheim, Emily, 129–30 East African languages, 33 East Sutherland Gaelic, 33, 39, 58, 61 economy, changes in, 52–57, 134 education as assimilatory pressure, 49 elders: classified by age, 19; as classroom resources, 70, 77, 158–59; death of, 185–86; identity and being of, 157–60, 209nn8–10 elementary curriculum and practice. See Maliseet elementary curriculum and practice emotion and use of language, 162 empty-center Indians, 28 English: as language of children and youths, 37, 39; as language of economy and education, 53–54; as language of elders, 56–57; as language of everyday communication , 55–57; as language of instruction, 49; as language of media, 50; as language of politicians , 40; pressure to speak, 47; as prestigious viable code, 54 equilibrium model for language change, 141, 207n3 (chap. 6...