User:Lrambara/Mohawk language
Mohawk Conquest
[edit]The Mohawk peoples of Canada fall victim to the assault of conquest[1]. The reason being is many English speakers, and European English speakers have imposed their language onto the oppressed Indigenous peoples[2]. As a result of the oppressors, the Indigenous people, such as the Mohawk peoples, have had to change their native tongue. Within Canada there are two official languages, being French and English. The traditional tongue of Mohawk is being slowly being abolished, as both English and French are becoming more prevalent as the monolingual tongue of Canada.
Mohawk Elders
[edit]A crucial way that Indigenous languages are passed down is through the guidance of elders. A perfect example of how this approach works is called the master apprentice approach. The master apprentice approach[3] allows for someone who is fluent/dominate in the language to seek out someone who wishes to learn, which they then take on as an apprentice who will be taught the words and culture of the desired language. This approach is seen as less professional as it can be someone who has no professional teaching experience. Reserves such and the Tyendinaga Mohawk Territory reserve focus on the master apprentice approach. It is crucial that the elders take on those who are willing to learn as it is only through elders where cultural knowledge can properly be passed on. Through elders it is ensured that what is being learned, is those of teachings from a person with wisdom and respect[4]. This approach ensures direct teaching rather than to a big group where things can get lost. Mater apprentice teaching is important to the Mohawk peoples as it upon our elders in which we reach out to for teachings and lessons.
Residential Schools
[edit]Residential school were a prevalent problem for all Indigenous peoples of Canada, including the Mohawks. The last Canadian residential school closed down as recently as 1996[5]. One of the most notorious residential school for Mohawk peoples, is that of the Mohawk Institute Residential School which operated under the Anglican church and Canadian government from the years 1828 to 1885. The school enrolled males and females and practiced the stripping of Mohawk identities in order to create Christian Canadians. The schools would inflict verbal, physical, and even sexual harassment in order punish the Mohawk children for speaking in their native tongue or practicing their native culture. Due to the trauma of residential schools such as the Mohawk Institute Residential School, the Mohawk people have had a change in attitude towards their language[6]. Many of the Mohawk elders and people do not wish to continue their language as a result of the trauma they received within residential school and their oppressors. The reason some Mohawk peoples do this is because they do not want to the younger speakers to have to go through the same trauma as they once received. As a result to residential schools people choose to bury their past (metaphorically) and in doing so, the language is lost.
Mohawk Translation
[edit]The Mohawk language has various online dictionary's such as ‘FirstVoices[7]’ and ‘Kanien’kéha[8]’ which offer insight in the translation of Mohawk words. Dictionary are excellent ways at grasping an interpretation of Mohawk translation from one language to another. The problem with Mohawk translation is they are only an interpretation[9]. Many of the Mohawk words are expressed as sentiments and do not have direct translation into other language, thus making dictionaries a good but difficult resource. In order to understand Mohawk, it must be learned as a language and culture. Secondary sources[10] are excellent ways at understanding a language to keep it revitalized, which is why dictionaries are good for learning, but should not be the basis of learning a language because emotions and culture can be lost in translation.
Works Cited
- ^ Thomason, Sarah Grey,. Endangered languages : an introduction. Cambridge, United Kingdom. ISBN 978-0-521-68453-8. OCLC 897001721.
{{cite book}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link) - ^ Sandra, Juutilainen (2014). Structural Racism and Indigenous Health: What Indigenous Perspectives of Residential School and Boarding School Tell Us? A Case Study of Canada and Finland. Ruby Collins.
{{cite book}}: line feed character in|title=at position 46 (help) - ^ Thomason, Sarah Grey,. Endangered languages : an introduction. Cambridge, United Kingdom. ISBN 978-0-521-68453-8. OCLC 897001721.
{{cite book}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link) - ^ S.M, Stiegelbauer (1996). WHAT IS AN ELDER? WHAT DO ELDERS DO?: FIRST NATION ELDERS AS TEACHERS IN CULTURE-BASED URBAN ORGANIZATIONS. University of Toronto: The Canadian Journal of Native Studies XVI.
{{cite book}}: line feed character in|title=at position 18 (help) - ^ "The Mohawk Institute — Brantford, ON". The Anglican Church of Canada. Retrieved 2020-12-09.
- ^ Thomason, Sarah Grey,. Endangered languages : an introduction. Cambridge, United Kingdom. ISBN 978-0-521-68453-8. OCLC 897001721.
{{cite book}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link) - ^ "FirstVoices". www.firstvoices.com. Retrieved 2020-12-09.
- ^ "Translator • KANIEN'KÉHA LANGUAGE INITIATIVE (Mohawk Dictionary)". Mohawk Dictionary. 2017-11-16. Retrieved 2020-12-09.
- ^ "Mohawk Translation Services - English to Mohawk Translations". www.translation-services-usa.com. Retrieved 2020-12-09.
- ^ Thomason, Sarah Grey,. Endangered languages : an introduction. Cambridge, United Kingdom. ISBN 978-0-521-68453-8. OCLC 897001721.
{{cite book}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link)
file:///Users/lucasrambaran/Downloads/7435-Article%20Text-13528-1-10-20190408%20(1).pdf
http://www3.brandonu.ca/cjns/16.1/Stiegelbauer.pdf
https://www.anglican.ca/tr/histories/mohawk-institute/
https://www.translation-services-usa.com/languages/mohawk.php