Halq'eméylem Introduction

(Halq'eméylem, language of the Stó:lō People.)

This activity will provide the students with an opportunity to explore the Halq’eméylem language through experience both orally and written.

Lesson Introduction

• Have the introduction displayed on the board for the students to see.
• Teacher introduces themselves to the students.
  • Éy latelh mekw’wat.
    (Teacher name) tel skwíx.
    Te lítsel kw’e (community name).
• Engage student thinking with questions or exercises, such as: "Do you recognize any of the words you heard?" "I will repeat what I said and listen carefully and think about your answer."
• Repeat the introduction. If the students have had some language experience prior to this lesson, they should know the words, éy (good) and latelh (morning). Allow for wait time for students to think about the words they may know.
• Explain today’s lesson: "Today we will be introducing ourselves in Halq’eméylem. Isn’t that exciting? Do we remember why it’s important to learn our language?" Lead a discussion about this importance. This is a good opportunity for an Elder or Knowledge Holder to participate.

Halq’eméylem Introduction (Choral)

• We are going to learn how to say the words as best as we can as we learn the phrase. Teacher says the introduction again but to a student and without the word "mekw’wat." Ask the students if they notice a difference. We use "mekw’wat" when we are talking to a group of people. If we are introducing ourselves to one person, we do not use "mekw’wat."
• Have students repeat the words as they are being spoken. Do this a few times. Listen for pronunciation of the sounds. Make sure they use their own name and their own community name. Point at the word on the board as the students speak. Focus on tricky sounds like the ‘x’ (place your tongue at the top of your mouth, the sides of your tongue should be touching your molars and blow air out to make the sound) and the ‘lh’ (touch your front teeth with the tip of your tongue and blow air out) sounds. This is also a good opportunity to discuss how different the sounds are to the sounds in English.
• Do this choral practice for a few minutes.

Halq’eméylem Introduction (Student Practice)

• The students will move around the classroom and introduce themselves to each other. The teacher will walk around and listen for pronunciation and say the introduction to students as well.
• Do this practice for a few minutes.
• Return to the carpet and ask the students if they feel comfortable introducing themselves to the whole class.

Writing

• The students will be asked to write the introduction down with their name and community added. If the students have trouble writing, have a pre-written introduction worksheet (see attachment in 'Materials' section) ready for them to print their name and community name. This will also serve as the homework to show their family and introduce themselves to their family. There is a place for them to draw a self-portrait. The students can fill out the “I can” statement with: I can introduce myself in Halq’eméylem to (family member name).

Reflection

• Have the students sit on the carpet and discuss how they feel about learning to introduce themselves in Halq’eméylem. Who are some other people they can introduce themselves to? Why do we introduce ourselves to others? Also discuss that we would also include who our parents and grandparents are. The Stó:lō people thought this information was important because it tells the person we are introducing ourselves to who we are and where we come from.

Spiritual

Halq’eméylem language revitalization is integral to helping keep Stó:lō culture alive. Language is "stories, songs, dances, protocols, family, histories and connections" and essentially the very essence of being (from: https://www.ictinc.ca/blog/why-is-it-important-to-protect-revitalize-indigenous-languages). the beginning state of dialogue sets the tone for our youth to be able to communicate who they are as Stó:lō people.

Emotional

Prior to contact, English was never a means of communication for our people. Halq'eméylem embodies thoughts, emotions and feelings that cannot be conveyed through the English language.  The further language is revitalized the more we are able to provide opportunities for our youth to express their feelings in the language.  Understanding one’s identity and culture also helps to promote a positive self-image and a sense of pride.

Physical

In this case, students will have an opportunity to introduce themselves to one another using the language.  They will also use gestures to help ensure the retention of introductory terminology.  For our students, being able to introduce themselves as Stó:lō first and foremost is invaluable.

Intellectual

For students who are very methodical or logical/linear in their mode of thinking, the language requires a great deal of memorization for students.  The vocabulary is extensive and the structure is vastly different from the English language.