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LindsayMorcom_2019X-_土着语言的历史——以及如何复兴土着语言_-
Dene elder Paul Disain said, "Our language and culture is the window through which we see the world." 老迪恩·保罗·迪森曾经说过: “我们的语言和文化 是我们看世界的窗户。”
Dene:n.(海滨的)沙地;沙丘;长有森林的溪谷;
And on Turtle Island, what is now known as North America , there're so many unique and wonderful ways to see the world. 在海龟岛, 也就是现在被称为北美洲的地方, 有很多独特且美好的 观察世界的方式。
Turtle:海龟,乌龟 North America:n.北美洲; unique:adj.独特的,稀罕的;[数]唯一的;n.独一无二的人或物;
As a person of Indigenous heritage , 作为土着遗产的一员,
Indigenous:adj.本土的;土著的;国产的;固有的; heritage:n.遗产;传统;继承物;继承权;
I'm interested in learning Anishinaabemowin, which is my heritage language, because it lets me see the world through that window. 我对学习我的遗产语言, 阿尼什纳比语（Anishinaabemowin） 很感兴趣, 因为它就是我看世界的窗户。
It lets me connect with my family, my ancestors, my community , my culture. 它将我与我的家庭, 我的祖先,我的社区 和我的文化联系起来。
community:n.社区;[生态]群落;共同体;团体;
And lets me think about how I can pass that on to future generations. 它也让我思考该如何 将它传递给后代。
As a linguist , 作为一位语言学家,
linguist:n.语言学家;学多种外语的人;
I'm interested in how language functions generally . 我对语言的整体作用原理很感兴趣。
generally:adv.通常;普遍地,一般地;
I can look at phonetics and phonology -- speech sounds. 我可以研究语音学和音韵学—— 还有语音。
phonetics:n.发音学,语音学; phonology:n.音系学;音韵学;语音体系;
I can look at morphology , or the structure of words. 我可以研究形态学或是单词的结构。
morphology:n.形态学,形态论;[语]词法,[语]词态学; structure:n.结构;构造;建筑物;vt.组织;构成;建造;
I can look at syntax , which is the structure of sentences and phrases, to learn about how humans store language in our brains and how we use it to communicate with one another. 我可以研究句法规则, 也就是句子和短语的结构, 从而了解人类怎样 将语言存储在我们的大脑中, 以及我们是怎样使用语言 来和彼此沟通交流的。
syntax:n.语法;句法;有秩序的排列;
For example, 比如说,
Anishinaabemowin, like most Indigenous languages, is what's called polysynthetic , which means that there are very, very long words, composed of little tiny pieces called morphemes . 阿尼什纳比语,就像大多数土着语一样, 被称为多式综合语。 意思是,有些很长很长的单词 是由简短的词素组成的。
polysynthetic:adj.多式综合的; composed:adj.由…组成的; v.组成; (compose的过去分词和过去式) morphemes:n.语素;词素;形素;(morpheme的复数)
So I can say, in Anishinaabemowin, "niwiisin," "I eat," 所以我可以用阿尼什纳比语说 “niwiisin”,意思是“我在吃东西”,
which is one word. 这是一个词。
I can say "nimino-wiisin," "I eat well," 我可以说“nimino-wiisin”, 意思是“我吃得很好”,
which is still one word. 这也是一个词。
I can say "nimino-naawakwe-wiisin," "I eat a good lunch," 我可以说“nimino-naawakwe-wiisin”, 意思是“我午餐吃得很好”。
which is how many words in English? 这在英语中要用多少个单词？
Five words in English, a single word in Anishinaabemowin. 五个,在阿尼什纳比语中 只需要一个词来代替。
Now, I've got a bit of a quiz for you. 现在,我们来做个小测试。
quiz:n.小测验;知识竞赛;v.盘问;查问;询问;
In a one-word answer, what color is that slide? 用一个词来回答, 那张幻灯片是什么颜色的？
Audience: Green. 观众: 绿色。
Lindsay Morcom: What color is that slide? 林赛·莫克姆: 那张幻灯片是什么颜色的？
Audience: Green. 观众: 绿色。
LM: What color is that slide? 林赛·莫克姆: 那张幻灯片是什么颜色的？
Audience: Blue. 观众:蓝色。
LM: And what color is that slide? 林赛·莫克姆: 那张幻灯片是什么颜色的？
(Audience murmurs) （观众窃窃私语）
Not trick questions, I promise. 这不是脑筋急转弯,我保证。
For you as English speakers, you saw two green slides and two blue slides. 对于你们说英语的人来说, 你们看到了两张绿色幻灯片, 两张蓝色幻灯片。
But the way that we categorize colors varies across languages, so if you had been Russian speakers, you would have seen two slides that were different shades of green, one that was "goluboy," which is light blue, one that is "siniy," dark blue. 但是在不同语言中, 我们给颜色分类的方式是不一样的。 所以如果你说俄语, 你会看到两张有着 深浅不同的绿色的幻灯片。 还有一种是“goluboy“,也就是浅蓝色, 另一种是“siniy”,也就是深蓝色。
categorize:vt.分类; varies:n.多重复合;v.使不同;改变;违背(vary的三单形式); shades:n.阴凉处; v.给…遮挡(光线); (shade的第三人称单数和复数)
And those are seen as different colors. 它们被看作是不同的颜色。
If you were speakers of Anishinaabemowin, you would have seen slides that were Ozhaawashkwaa or Ozhaawashkozi, which means either green or blue. 如果你是说阿尼什纳比语的人, 你会看到这些幻灯片是 “Ozhaawashkwaa”, 或者是“Ozhaawashkozi”的, 意思是绿色或蓝色。
It's not that speakers don't see the colors, it's that the way they categorize them and the way that they understand shades is different. 这并不是说那些人 没有看到这些颜色的区别, 而是说他们给颜色分类 和理解颜色深浅的方式 是不同的。
At the same time , there are universals in the ways that humans categorize color, and that tells us about how human brains understand and express what they're seeing. 同时, 人类给颜色分类的方式 存在一些通用原则, 这些原则告诉我们人类大脑 如何理解和表达他们所看到的事物。
At the same time:同时;另一方面;与此同时; universals:n.共性;一般概念(universal的复数); express:v.表达; adj.特快的; n.特快列车; v.使用快速服务;
Anishinaabemowin does another wonderful thing, which is animate, inanimate marking on all words. 阿尼什纳比语还有一个奇妙之处, 那就是,每个词都存在 有生命或无生命的标志。
inanimate:adj.无生命的;无生气的;
So it's not unlike how French and Spanish mark all words as either masculine or feminine . 所以有点类似法语或者西语, 会给所有词标记阴阳性。
masculine:adj.男性的;阳性的;男子气概的;n.男性;阳性,阳性词; feminine:adj.女性的;妇女(似)的;阴性的;娇柔的;
Anishinaabemowin and other Algonquian languages mark all words as either animate or inanimate. 阿尼什纳比语和其他阿尔贡金语 会把所有词标记为有生命或者无生命。
The things that you would think to be animate are animate, things that have a pulse : people, animals, growing plants. 那些你认为是有生命的事物 就是有生命的词, 比如那些有活力的事物: 人类,动物还有生长的植物。
pulse:n.脉冲;脉搏;脉率;强劲的音乐节拍;v.搏动;跳动;震动;洋溢着;
But there are other things that are animate that you might not guess, like rocks. 但是也有其它一些有生命的词 你可能猜不到,比如说石头。
Rocks are marked as animate, and that tells us really interesting things about grammar, and it also tells us really interesting things about how Anishinaabemowin speakers relate to and understand the world around them. 石头在阿尼什纳比语中 是有生命的词, 这些体现了语法的有趣之处, 也体现了 说阿尼什纳比语的人是怎样 联系和理解世界的。
Now, the sad part of that is that Indigenous languages are in danger. 然而令人遗憾的是, 土着语言正面临即将消失的处境。
Indigenous languages that posses so much knowledge of culture, of history, of ways to relate to one another, of ways to relate to our environment. 土着语言蕴含了太多关于文化、 历史、 人们如何与彼此联系, 以及与环境联系的知识。
posses:地方武装团队(posse的名词复数); (为某一目的而聚集的)一群人;
Having been on this land since time immemorial , these languages have developed here and they contain priceless environmental knowledge that helps us relate well to the land on which we live. 土着语言自古以来 就存在于这片土地上, 这些语言在这里发展, 同时也承载了许多 极其珍贵的有关环境的知识。 这些知识帮助我们 与脚下的土地建立了联系。
immemorial:adj.远古的,古老的;无法追忆的; priceless:adj.无价的;极贵重的;非常有趣的;n.非卖品;
But they are, in fact, in danger. 然而事实上,这些语言的处境很危险。
The vast majority of Indigenous languages in North America are considered endangered , and those that are not endangered are vulnerable . 北美洲大部分土着语言 都被认为是濒危语言, 而即便是那些不濒危的语言, 也是极其脆弱的。
majority:n.大部分:大多数:多数票:成年人: endangered:v.使遭危险;危及;危害;(endanger的过去分词和过去式) vulnerable:adj.易受攻击的,易受…的攻击;易受伤害的;有弱点的;
That is by design. 不过,这样的现状 是人们蓄意为之。
In our laws, in our policies , in our houses of governance , there have been stated attempts to eliminate Indigenous languages and cultures in this country. 我们的法律、政策, 以及政府工作中, 存在着一些 使土着语言和文化 在这个国家消失的企图。
policies:n.政策;方针;原则;为人之道;保险单(policy的复数) governance:n.管理;统治;支配; attempts:n.企图,试图;尝试(attempt的复数);v.试图;努力去做(attempt的三单形式); eliminate:v.消除;排除;
Duncan Campbell Scott was one of the architects of the residential school system. 邓肯·坎贝尔·斯科特 是寄宿学校系统的一名创造者。
architects:n.建筑师;设计师;创造者;(architect的复数); residential:adj.住宅的;与居住有关的;
On tabling a bill that required mandatory residential school attendance for Indigenous children in 1920, he said, "I want to get rid of the Indian problem. 在 1920 年提出的 一项要求土着儿童 必须在寄宿学校上学的 法案中,他直言不讳: “我想要摆脱印第安问题。
mandatory:adj.强制的;托管的;命令的;n.受托者(等于mandatary); attendance:n.出席;到场;出席人数;
Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian Department; that is the whole object of this Bill." 我们要继续推进这个目标, 直到加拿大所有印第安人 都被这个国家的政体所吸收, 直到不存在印第安问题和印第安分部。 这就是这项提案的全部目标。”
objective:n.目标; adj.客观的; absorbed:adj.被…吸引住; v.吸收(液体、气体等); (absorb的过去分词和过去式) body politic:n.全体人民;
The atrocities that occurred in residential schools were documented. 在寄宿学校发生的恶劣行为 被记录了下来。
atrocities:n.暴行(atrocity的复数);残忍; occurred:v.发生;出现;存在于;出现在;(occur的过去分词和过去式)
In 1907, 在 1907 年,
P.H. Bryce, who was a doctor and an expert in tuberculosis , published a report that found that in some schools, 25 percent of children had died from tuberculosis epidemics created by the conditions in the sc hools. P. H. · 布莱斯, 一位医生兼结核病专家, 发布了一则报告。 他发现在一些学校, 25% 的孩子死于因学校卫生条件差 而引发的肺结核传染病。
tuberculosis:n.肺结核;结核病;
In other schools, up to 75 percent of children had died. 而在其它学校,儿童死亡率高达 75%。
He was defunded by federal government for his findings , forced into retirement in 1921, and in 1922, published his findings widely. 由于这一发现,联邦政府撤回了给予他的研究资金, 他也被迫在 1921 年退休。 1922 年,他又广泛发布了他的发现。
defunded:从…抽回资金; federal:adj.联邦的;同盟的;联邦政府的;联邦制的;adv.联邦政府地; findings:n.调查发现;判决;裁决;(finding的复数) retirement:n.退休;退职;退休年龄;退休生活;
And through that time, 而这一次,
Indigenous children were taken from their homes, taken from their communities and forced into church-run residential schools where they suffered, in many cases, serious emotional , physical and sexual abuse , and in all cases, cultural abuse , as these schools were designed to eliminate Indigenous language and culture. 土着儿童被从他们的家里 和社区带走, 并被迫送进教堂运营的寄宿学校。 在那里,许多儿童遭受了 严重的情感和身体上的痛苦、性虐待, 以及文化虐待。 因为这些学校 就是为了消除 土着语言和文化而创建的。
communities:n.社区;社会;团体;共有(community的复数) emotional:adj.情绪的;易激动的;感动人的; physical:adj.[物]物理的;身体的;物质的;符合自然法则的;n.体格检查; sexual:adj.性的;性别的;有性的; abuse:n.滥用;虐待;辱骂;弊端;恶习,陋习;v.滥用;虐待;辱骂; cultural:adj.与文化有关的;文化的;与艺术、文学、音乐等有关的;
The last residential school closed in 1996. 最后一个寄宿学校于 1996 年关闭。
Until that time, 150,000 children or more attended residential schools at 139 institutions across the country. 直到那时,已有至少 15 万名儿童被送入了 遍布全国的 139 所寄宿学校。
institutions:n.机构;慈善机构;风俗习惯,制度;(institution的复数)
In 2007, the Indian Residential School Settlement Agreement came into effect. 在 2007 年, 《印第安寄宿学校和解协议》正式生效。
Settlement:n.协议:处理:结算:定居点;
It's the largest class action lawsuit in Canadian history. 这是加拿大历史上最大的集体诉讼。
class action:集体诉讼; lawsuit:n.诉讼;[法]官司;诉讼案件;
It set aside 60 million dollars for the establishment of the Truth and Reconciliation Commission of Canada. 该协议拨款六千万美元, 用于建立“加拿大真相与和解委员会”（TRC）。
establishment:n.大型组织;企业;旅馆;权威人士;建立; Reconciliation:n.和解;调和;和谐;甘愿; Commission:n.委员会;佣金;犯;委任;委任状;vt.委任;使服役;委托制作;
The TRC gifted us with the ability to hear survivor stories, to hear impacts on communities and families and to gain access to research that explored the full effect of residential schools on Indigenous communities and on Canada as a whole . TRC 让我们得以倾听幸存者的故事, 去倾听那些对于家庭和社会 所造成的影响, 并展开相关的调查研究, 以探寻寄宿学校 对于土着社会乃至 整个加拿大的整体影响。
gifted:adj.有天赋的;有才华的; impacts:n.影响; v.有影响,有作用; explored:v.探索;勘探;考察;探险;(explore的过去式和过去分词) as a whole:总的来说;
The TRC found that residential schools constituted what's called cultural genocide . TRC 发现寄宿学校 设立了所谓的文化种族灭绝计划。
constituted:vt.组成,构成;建立;任命; genocide:n.种族灭绝;灭绝整个种族的大屠杀;
They state that, "Physical genocide is the mass killing of the members of a targeted group, biological genocide is the destruction of that group's reproductive capacity . 他们声称: “肉体上的种族灭绝是指 屠杀一个既定组群的成员; 生物学上的种族灭绝是指 摧毁一个组群的繁殖能力;
mass:n.块,团; adj.群众的,民众的; v.聚集起来,聚集; biological:adj.生物学的;生物的;与生命过程有关的;加酶的;n.[药]生物制品; destruction:n.破坏,毁灭;摧毁; reproductive:adj.生殖的;再生的;复制的; capacity:n.能力;容量;资格,地位;生产力;
And cultural genocide is the destruction of those structures and practices that allow the group to continue as a group." 而文化上的种族灭绝是指摧毁那些 可以让组群被称为 一个组群的结构和实践。”
structures:n.结构; v.建造(structure的第三人称单数形式);
The stated goals of Duncan Campbell Scott. 邓肯·坎贝尔·斯科特所谓的目标,
So they find that it's cultural genocide, although as children's author and a great speaker David Bouchard points out, when you build a building, and you build a cemetery next to that building, 实际上就是文化种族灭绝。 即使是作为儿童读物作者 兼伟大演讲家的大卫·布沙尔也指出: “当你建一栋楼时, 同时在楼的旁边建了一个墓地,
cemetery:n.墓地;公墓;
because you know the people going into that building are going to die, what do you call that? 因为你知道那些 住进大楼里的人终将死去, 你把这种做法称做什么？”
The TRC also gifted us with 94 calls to action, beacons that can lead the way forward as we work to reconciliation. TRC 也赋予了我们 94 条采取行动的呼吁。 它们像灯塔一样照亮了 我们为和解而努力奋斗的路途。
beacons:n.[水文]指向标; v.照亮,指引(beacon的第三人称单数); lead the way:带路,示范;
Several of those pertain directly to language and culture. 其中一些呼吁 直接适用于语言和文化。
pertain:v.存在;适用; directly:adv.直接地;立即;马上;正好地;坦率地;conj.一…就;
The TRC calls us to ensure adequate , funded education, including language and culture. TRC 呼吁我们确保 能够实现充分和长期的教育, 包括语言和文化方面;
ensure:vt.保证,确保;使安全; adequate:adj.充足的;适当的;胜任的;
To acknowledge Indigenous rights, including language rights. 承认土着民族的权利, 包括语言的权利;
To create an Aboriginal Languages Act aimed at acknowledging and preserving Indigenous languages, with attached funding . 创立一个土着语言法案, 旨在承认和保护土着语言, 并提供支持资金;
Aboriginal:adj.土著的;原始的;n.土著居民;土生生物; preserving:n.保留,保存; attached:adj.依恋;v.重视;把…固定;(attach的过去分词和过去式) funding:n.基金;资金;提供资金;v.为…提供资金;拨款给;(fund的现在分词)
To create a position for an Aboriginal Languages Commissioner and to develop postsecondary language programs as well as to reclaim place names that have been changed through the course of colonization . 为“土着语言会委员” 创建一个合理地位; 发展高等教育的语言项目; 以及更改那些 在殖民化历程中被改变了的地名。
Commissioner:n.理事;委员;行政长官;总裁; postsecondary:adj.高等教育的; as well as:也;和…一样;不但…而且; reclaim:v.开拓;回收再利用;改造某人,使某人悔改;n.改造,感化;再生胶; colonization:n.殖民;殖民地化;
At the same time as the Indian Residential School Settlement Agreement came into effect, the United Nations adopted the United Nations Declaration on the Rights of Indigenous People in 2007. 在印第安寄宿学校和解协议 生效的同时, 在 2007 年, 联合国通过了
United Nations:n.联合国; adopted:adj.被收养的;被采用的;v.采用;接受;(adopt的过去式和过去分词); Declaration:n.宣言;宣告;宣布;公告;
It states that Indigenous people have the right to establish and control their own education systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. 确立了土着人民 可以自行发展并控制 其教育系统和机构的权利, 并通过适当的符合其文化惯例的教学方式, 用自己的语言开展教育。
in a manner:在某种意义上;在某种程度上; appropriate:adj.适当的;恰当的;v.占用,拨出;
In 2007, when that was brought into effect, four countries voted against it. 在 2007 年, 当这项权利宣言开始生效时, 有四个国家投票表示反对,
They were the United States, New Zealand , Australia and Canada. 分别是美国、新西兰、澳大利亚, 还有加拿大。
Zealand:西兰岛(丹麦最大的岛)
Canada adopted the United Nations 加拿大政府在 2010 年
Declaration on the Rights of Indigenous People in 2010. 才承认了《联合国土着人民权利宣言》,
And in 2015, the government promised to bring it into effect. 并于 2015 年 承诺宣言正式生效。
So how are we collectively going to respond ? 那么我们应该如何 共同回应现状呢？
collectively:adv.共同地,全体地; respond:vi.回答;作出反应;承担责任;n.应答;唱和;
Here's the situation that we're in. 这是我们现在的处境:
Of the 60 currently spoken Indigenous languages in Canada, all but six are considered endangered by the United Nations. 在加拿大目前的 60 种土着语言中, 除了六种,其余语言 都被联合国认定为濒危语言。
currently:adv.当前;一般地;
So, the six that aren't are Cree, Anishinaabemowin, 那六种语言分别为 克里语、阿尼什纳比语、
Stoney , Mi'kmaq, 斯通尼语、米克马赫语、
Stoney:adj.石质的;坚硬如石的;n.模造大理石;
Dene and Inuktitut. 甸尼语和因纽特语。
And that sounds really dire. 这听起来很可怕,
But if you go on to the Atlas of the World's Languages in Danger through the UNESCO website, you'll see a little "r" right next to that language right there. 但如果你去 联合国教科文组织的网站上 看一看世界濒危语言的分布地图, 你会在这些语言的右边 发现一个小“r”。
Atlas:n.地图集;寰椎;
That language is Mi'kmaq. 这种语言就是米克马赫语。
Mi'kmaq has undergone significant revitalization because of the adoption of a self-government agreement that led to culture and language-based education, and now there are Mi'kmaq children who have Mi'kmaq as their first language . 米克马赫语经历了伟大的复兴, 因为它签署了一份自治同意书, 可以让其拥有 以自身文化和语言为基础的教育。 现在米克马赫族的孩子们 以米克马赫语为其母语。
undergone:v.经历(undergo的过去分词); significant:adj.重大的;有效的;有意义的;值得注意的;意味深长的;n.象征;有意义的事物; revitalization:n.复兴;复苏;新生; adoption:n.采用;收养;接受; self-government:n.自治;自制;克己; first language:n.母语;第一语言;
There's so much that we can do. 我们能做的事有很多。
These children are students in the Mnidoo Mnising Anishinabek Kinoomaage, an immersion school on Manitoulin island, where they learn in Anishinaabemowin. 这些孩子们是马尼图林群岛上 一所名为“Mnidoo Mnising Anishinabek Kinoomaage 的 沉浸式学校的学生, 在那里他们可以学到阿尼什纳比语。
immersion:n.沉浸;陷入;专心;
They arrived at school in junior kindergarten speaking very little, if any, Anishinaabemowin. 他们上幼儿园中班的时候就入学了, 那时候他们几乎 完全不会说阿尼什纳比语。
junior:n.青少年;职位较低者;adj.青少年的;地位低下的; kindergarten:n.幼儿园;
And now, in grade three and grade four, they're testing at intermediate and fluent levels. 现在,他们升入小学三、四年级了, 测试结果表明,他们的阿尼什纳比语 已经达到了中级或者流利的水平。
intermediate:adj.中间的; v.起调解作用; n.中级学生; fluent:adj.流畅的,流利的;液态的;畅流的;
At the same time, they have beautifully high self-esteem . 同时, 他们有非常强的自尊心。
self-esteem:n.自尊;自负;自大;
They are proud to be Anishinaabe people, and they have strong learning skills. 他们对自己是 阿尼什纳比人感到骄傲, 而且他们的学习能力很强。
Not all education has to be formal education either. 当然,并不是所有的教育 都要那么正式。
formal:adj.适合正式场合的; n.(美)须穿礼服的社交集会; (口)夜礼服;
In our local community, we have the Kingston Indigenous Language Nest. 在当地的社区, 我们有“金士顿土着语言安乐窝”,
Kingston:n.金斯敦(牙买加首都);
KILN is an organization now, but it started six years ago with passionate community members gathered around an elder's kitchen table. 现在已经是一个组织机构了, 但它却是 6 年前,由热心的社区居民 围坐在一个长者家的餐桌前创立的。
KILN:vt.烧窑;在干燥炉干燥;n.(砖,石灰等的)窑;炉;干燥炉; organization:n.组织;机构;体制;团体; passionate:adj.热情的;热烈的,激昂的;易怒的;
Since then, we have created weekend learning experiences aimed at multigenerational learning, where we focus on passing language and culture on to children. 从那时起,我们就开始了 以多世代学习为目标的 周末学习计划, 专注于将语言和文化 传递给我们的孩子们。
We use traditional games, songs, foods and activities to do that. 我们利用传统游戏、 歌曲、食物和活动来达成目的。
traditional:传统的,惯例的,
We have classes at both the beginner and intermediate levels offered right here. 我们还在这里 开设了初级和中级的课程。
beginner:n.初学者;新手;创始人;
We've partnered with school boards and libraries to have resources and language in place in formal education. 我们与学校校董会 和图书馆展开合作, 旨在让学生们能够拥有 正规的学习资源和语言环境。
resources:n.[计][环境]资源; v.向…提供资金(resource的第三人称单数);
The possibilities are just endless , and I'm so grateful for the work that has been done to allow me to pass language and culture on to my son and to other children within our community. 可能性是无穷无尽的, 而我也非常感激 正在进行的这些工作, 让我可以把语言和文化 传递给我的儿子, 还有我们社区里其他的孩子们。
endless:adj.无止境的;连续的;环状的;漫无目的的;
We've developed a strong, beautiful, vibrant community as well, as a result of this shared effort. 我们也创建了一个团结、 美丽又充满活力的社区, 这是大家共同努力的结果。
vibrant:adj.振动的;充满生气的;响亮的;战栗的; as a result:结果;
So what do we need moving forward? 那么接下来要做什么呢？
First of all , we need policy . 首先,我们需要政策支持。
First of all:adv.首先; policy:n.政策,方针;保险单;
We need enacted policy with attached funding that will ensure that Indigenous language is incorporated meaningfully into education, both on and off reserve . 我们需要确立一个 以确保我们的土着语言以有意义的方式 被纳入教育体系中的政策, 无论是在保护区内还是保护区外。
enacted:n.制定,颁布; incorporated:adj.合并的; v.合并; meaningfully:adv.有意义地;意味深长地;有意图地; reserve:n.储备,储存; vt.储备; vi.预订;
On reserve, education is funded at significantly lower levels than it is off reserve. 在保护区内的教育资助 应该大幅度低于保护区外的资助。
significantly:adv.意味深长地;值得注目地;
And off reserve, 在保护区外,
Indigenous language education is often neglected , because people assume that Indigenous people are not present in provincial schools, when actually, around 70 percent of Indigenous people in Canada today live off reserve. 土着语言教育经常被忽视, 因为人们认为, 土着人民不会出现在省区的学校。 但事实上,如今在加拿大, 约有 70% 的土着人 是生活在保护区外的。
neglected:adj.被忽略的; v.忽略; (neglect的过去分词和过去式) assume:v.承担;假定;采取;呈现; provincial:adj.省的;地方性的;偏狭的;n.粗野的人;乡下人;外地人;
Those children have equal right to access their language and culture. 那些儿童同样享有接受 自己语言和文化教育的平等权利。
Beyond policy, we need support. 除政策外,我们也需要支持,
And that doesn't just mean financial support. 这不仅仅指的是金融方面的支持。
financial:adj.金融的;财政的,财务的;
We need space where we can carry out activities, classes and interaction with nonindigenous populations as well. 我们需要可以开展活动、 上课,还有与非土着人口互动的空间。
interaction:n.[计]交互,相互作用;相互交流;干扰;
We need support that looks like people wanting to learn the language. 我们需要 人们看起来是想要 学习土着语言的那种支持。
We need support where people talk about why these languages are important. 我们需要人们可以讨论 为什么这些语言很重要的那种支持。
And to achieve that, we need education. 为了达成这些,我们需要教育。
We need access to immersion education primarily , as that is most certainly the most effective way to ensure the transmission of Indigenous languages. 我们最需要的是沉浸式教育, 因为我们可以确定, 这是能确保土着语言传播的 最有效途径。
primarily:adv.首先;主要地,根本上; effective:adj.有效的,起作用的;实际的,实在的;给人深刻印象; transmission:n.传输;传染;播送;发射;广播;传动装置;
But we also need education in provincial schools, we need education for the nonindigenous populations so that we can come to a better mutual understanding and move forward in a better way together. 但是我们也需要 在省区学校开展教育。 我们需要开展面向那些 非土着人口的教育, 这样我们才能更好地彼此理解, 更好地携手同行。
mutual:adj.共同的;相互的,彼此的;
I have this quote hanging in a framed picture on my office wall. 我把这句引言贴在了 我办公室墙上的一幅画上,
quote:v.引用;报价;举例说明;开价;为(企业的股份)上市;n.引用; framed:v.给…做框;给…镶边;制订;拟订;(frame的过去分词和过去式)
It was a gift from a settler ally student that I taught a few years ago, and it reminds me every day that we can achieve great things if we work together. 这是我以前教过的 一名移民学生支持者送我的礼物。 它每天都在提醒我, 如果我们彼此合作, 就可以获得伟大的胜利。
settler:n.移居者;殖民者; reminds:v.提醒;使想起;(remind的第三人称单数)
But if we're going to talk about reconciliation, we need to acknowledge that a reconciliation that does not result in the survivance and continuation of Indigenous languages and cultures is no reconciliation at all. 但是如果谈到和解的话, 我们需要认识到, 和解如果没有 使土着语言和文化 得以幸存和发展的话, 那它根本不叫和解。
continuation:n.继续;续集;延长;附加部分;扩建物;
It is assimilation , and it shouldn't be acceptable to any of us. 那叫做同化, 而且不应该被 我们中的任何人所接受。
assimilation:n.同化;吸收;[生化]同化作用; acceptable:adj.认同的;可接受的;令人满意的;
But what we can do is look to the calls to action, we can look to the United Nations Declaration on the Rights of Indigenous People and we can come to a mutual understanding that what we have, in terms of linguistic and cultural heritage for Indigenous people in this country, is worth saving. 但是我们呼吁人们付出行动, 我们可以依靠 《联合国土着人民权利宣言》。 我们也可以相互理解, 理解我们现有的, 这个国家的土着人民 在语言学和文化方面的遗产 是值得保存的。
linguistic:adj.语言的;语言学的;
Based on that, we can step forward, together, to ensure that Indigenous languages are passed on beyond 2050, beyond the next generation, into the next seven generations. 以此为基础,我们可以 一起向前迈进。 我们要确保土着语言传承下去, 不只是到 2050 年, 不只是到下一代, 而是往后的世世代代。
(Applause) （掌声）