Indigenous languages are in decline in Canada. In 1972, 95 per cent of Stoney Nakoda students entering kindergarten spoke the Îethka dialect of the Nakoda language. While no statistics are presently available, the opposite is probably true today despite various efforts. A significant undertaking took place in the early 1970s when the Stoney Cultural Education Program was established. Îethka educators and knowledge keepers, in consultation with linguist Dr. Warren Harbeck, developed a phonology that identifies Îethka sounds. The following people dedicated their time and energy to contribute to this process: Charlie Abraham, John Abraham, Morgan Abraham, Norman Abraham, Myron and Rachel Baptiste, Isaac Beaver, Linda Chiniki, Mary Jane Chiniki, Isaiah Crawler, George Ear, Kent Fox and Tina Fox, Wilfred Fox, Willie Goodstoney, Dale House, Jake House and Mary House, Clifford Jimmy John, Jimmy Kaquitts, Joe Kootenay, John Mark and Georgia Mark, Paul and Eunice Mark, Rod Mark, Bill McLean, George McLean, Christine Poucette, John Poucette, Sykes Powderface, Jake Rabbit, Chief Tom Snow, Roland Rollinmud, Alvin Twoyoungmen, John R. Twoyoungmen, Elaine Twoyoungmen, Morley Twoyoungmen, Buddy Wesley, Lazarus and Lily Wesley and Harry and Karen Wildman. Many of the people I have mentioned have passed on. However, through their work, they have left a lasting legacy that will contribute to the preservation of our dialect. We now have a valuable resource in their work that will contribute to language learning. I believe that literacy is the next step in Indigenous language learning. It is a common concern that our schools (on-reserve schools) are not producing speakers. Literacy requires the implementation of a standard writing system that is taught progressively from pre-school through to high school. Indigenous students should be writing essays in their respective languages by the time they leave high school. That should be our objective. The development of an alphabet that appropriates phonetic symbols to Îethka sounds allows us to listen to specific sounds and write accordingly using the appropriate symbol or letter. For example the Îethka word “âba” which means “day” has two vowels. The vowel (â) is a nasalized vowel and is represented by a circumflex (^).The final vowel (a) is an oral vowel that represents the sound “ah” as in the English word “father.” The nasalized first vowel is similar in sound, but said through the nose. (See Warren’s column in this week’s Eagle.) Learning how to write and how to listen to the unique sounds of the Îethka dialect will, in my view, contribute greatly to language learning. I am thankful to those people who, a half-century ago, decided to start writing our language. Their work has provided for us a foundational tool to now focus on reading, writing, and full literacy. Îsniyes echawagiyach ne apiîchiyabi he ne. Pina-îyâbich Îethka wîchasta hegichabi ne.
