Package has been approved.

Language Needs Assessment: LNA6233 - W̱SÁNEĆ School Board

LNA Status
Application Year & Type
Assessment Year: 
Funding Application Type: 
Pre-school Language Nest
Language and Dialect Information
Opportunities and Challenges
Opportunities: Established SENCOTEN Department in 2009. Hired six language apprentices to work with current language instructors and Elders to learn and teach the language. Partnered with UVic in the creation of a language revitalization degree program, which began in September 2010. We hope to graduate up to 10 Certified Teachers by April 2015. Funding support from FPCC has allowed us to create and sustain a significant team of teachers, Elders and apprentices, thereby increasing our SENĆOŦEN capacity. We have also created a SENCOTEN database to strengthen creating of dictionaries and to strengthen and utilize language tutor usage for community and school. We began our SENĆOŦEN LENOṈET SCUL,ÁUTW̱ stream in January 2012 with eight students. Operated Language Nest for full school year 2012/13. We began our Immersion Kindergarten program in September 2013, Grade 1 September 2014, grade 2 2015, grade 3 2016 and grade 4 beginning September 2017. Our most recent efforts will be to expand our immersion programming for parents and families of LE,NOṈET SCUL,ÁUTW̱ students, thereby increasing our efforts to extend our capacity into W̱SÁNEĆ homes. Our most recent Initiative is called: SIQO,EȽ TŦE SENĆOTEN and geared toward establishing and sustaining a SENĆOŦEN Learning Year which will include: Summer immersion camps for children and families at an ancient clam garden, summer day camps for our immersion students, evening classes for parents and families and SENĆOŦEN Grammar sessions with Elders and Linguist Timothy Montler. We are very fortunate to have a diploma in Indigenous Language Revitalization in partnership with UVic. We will have 5 graduates moving onto a B.Ed and 5 others who are looking for language revitalization work this summer and beyond.
Challenges: Rapidly declining Elders/people fluent or proficient in the language. No core funding from any government level to complete the work that needs to be done to effectively revitalize and sustain the language. The dominance of the English language continues to be the biggest barrier we face moving forward with our primary school immersion programming. We are also going to be short of certified and proficient teachers to continue moving our immersion language programming forward.