Learning a First Nations language was highly valued by parents, with 64.1% (± 2.2) stating that it was very important for their child to learn a First Nations language, and 28.4% (± 2.0) stating that it was somewhat important. This was roughly the same as was reported in the 2002/2003 RHS (Very important = 64.3%, Somewhat important = 28.6%), but is considerably higher than reported for off-reserve First Nations children in the 2006 ACS, in which 68% of parents stated that it was very or somewhat important for their child to learn an Aboriginal language (Bougie, 2010).
Respondents were also asked about their child’s current knowledge of First Nations languages. Almost half of those surveyed reported that their child could speak or understand a First Nations language, even if only a few basic words (49.7% ± 2.2), and one quarter (25.0% ± 1.8) reported that their child used their First Nations language in daily life. Of those indicating that their child could speak one or more First Nations languages, 11.6% could do so at an intermediate/fluent level, while 88.4% could speak a few words or at a basic level. While not directly comparable due to age and question differences, according to the 2006 Aboriginal People’s Survey, about 17% of First Nations children (age 6-14) could speak and understand a First Nations language, and about 32% were able to understand only (Bougie, 2009).
A couple of factors were found to be significantly related to children’s ability to speak or understand a First Nations language. Children in remote/special access communities were
21
The classification of First Nations communities into urban, rural, remote, and special access is derived from AANDC’s four level ordinal measure of remoteness based on distance from a service centre. A service centre is defined as a geographic area with government services, banks, and suppliers. In this context, a community classified as urban is a community located within 50 kilometers of the nearest service centre with year-round road access; a rural community is between 50 kilometers to 350 kilometers from the nearest service center with year-round road access; a remote community is over 350 kilometers from the nearest service centre with year-round road access; and a special access community has no year-round road access to a service centre. See Chan and Dahm (2000) for additional information.
more likely than those in rural communities to have knowledge of a First Nations language. Parental level of education was also associated with language knowledge; children who had at least one parent with a university degree or higher were more likely to speak or understand a First Nations language than children of parents with less than high school, high school, or college (Table 2).
With regard to the importance placed on learning a First Nations language, respondents in remote or special access communities were much more likely than those in urban areas or rural communities to report that it was very important for their child to learn a First Nations language (77.4%, 63.9%, and 59.8% respectively) (Table 3).
Table 2 Ability to Speak or Understand a First Nations Language by Community Type and Parents’ Highest Education Level
(n=5685)
% able to Speak or Understand a First
Nations Language 95% CI Community Type
Urban 50.2 ±4.3
Rural 46.5 ± 3.1
Remote / Special Access 58.2 ±6.3
Parents’ Highest Education Level
Less than High School 47.8 ±3.3
High School 47.7 ±4.3
College Diploma or Certificate 52.0 ±4.3
Bachelors, Graduate or Professional
Degree 62.4 ±6.1
Table 3 Importance of Learning a First Nations Language by Community Type (n=5749)
Community Type % reporting learning a First Nations language is very important
95% CI
Urban 63.9 ±4.5
Rural 59.8 ±3.3
Remote / Special Access 77.4 ±4.1
Traditional cultural events were also highly valued in the lives of First Nations children. Slightly over half of respondents (53.6% ± 2.6) felt that traditional cultural events were very important and an additional 33.5% (± 2.2) felt that they were somewhat important. In spite of the importance placed on traditional cultural events, most children did not
participate in traditional singing, drumming, or dancing groups or lessons outside of school hours (Table 5). The survey did not ask respondents about their child’s
participation in other types of cultural activities or events, and it is likely that the way this question was asked – focusing on participation in “groups or lessons” – underestimates children’s engagement in cultural activities. There was a moderate increase in the
importance placed on traditional cultural events in this survey (Very important = 53.6%) compared to the 2002/2003 RHS survey (Very important = 44.5%).
Table 4 Importance of Traditional Cultural Events (n=5755)
% 95% CI
Very important 53.6 ± 2.6
Somewhat important 33.5 ± 2.2
Not very important 8.3 ± 1.2
Not important 4.6 ± 1.0
Table 5 Participation in Traditional Singing, Drumming, or Dancing Groups or Lessons, Outside of School Hours
(n=5668)
% 95% CI
Never 60.0 ± 2.4
Less than once per week 15.1 ± 1.4
1-3 times per week 8.3 ± 1.2
4 or more times per week 3.4 ± 0.8
Not Applicable 13.2 ± 1.4
Children have many sources of support for understanding their First Nations culture. Grandparents (70.1% % ± 1.8) and parents (67.5% ± 2.2) were the most often cited
sources of support, followed by aunts and uncles (43.8% ±2.4). School teachers were also involved in helping to understand their culture for 41.9% of children (± 2.4). Compared with the 2002/2003 RHS, there was an increase in the proportion of respondents
indicating each source of support across most categories, and the largest gains were made for grandparents, aunts and uncles, teachers, other relatives, and community elders. Figure 1 People Involved in Helping Child Understand their Culture
While family sources of support do not vary significantly by age, children’s cultural support network in the community increases slightly as they get older. In particular, children over age five are more likely to have school teachers and community elders as a source of support in understanding their culture after age six.
5.2 10.1 16.5 16.7 22.6 30.5 35.2 66.9 62 3.3 14 14.6 23.7 33.3 41.9 43.8 67.5 70.1 0 10 20 30 40 50 60 70 80 No One Friends Other Community Members Community Elders Other Relatives School Teachers Aunts and Uncles Parents Grandparents
Percent
Figure 2 Community Members’ Involvement in Helping Child Understand their Culture by Age of Child
(n=5869)
Parents’ participation in the cultural education of their children increased with higher levels of formal educational attainment. Eighty-three point seven per cent (± 4.5) of parents with a bachelors, graduate or professional degree were reported to be involved in helping their children understand their culture, compared to 62.7% (± 3.1) of parents with less than a high school diploma. Higher levels of income were also positively related to parental participation, with parents with an income of under $25,000 being less likely to be involved in their child’s cultural education than parents with income over $25,000 (Table 6). This suggests that parents who are successful in education and employment also maintain their connection to their culture.
Confirming the interconnectedness of language and culture, children who participated in traditional singing, drumming or dancing were more likely to speak or understand a First Nations language (Table 7).
44.6% 23.6% 12.2% 13.8% 56.3% 29.6% 17.2% 17.3% 53.7% 26.3% 17.1% 17.4% 0% 10% 20% 30% 40% 50% 60%
Teachers Community Elders Friends Other Community Members
3 to 5 6 to 8 9 to 11
Table 6 Parental Involvement in Helping Child Understand Culture by Parental Education and Income
Parents’ Highest Education Level (n=5711)
Parents Helped Child Understand Culture (%)
95% CI
Under High School 62.7 ±3.1
High School 69.9 ±3.3
College Diploma or Certificate 72.4 ±3.5
Bachelors, Graduate or Professional Degree 83.7 ±4.5 Parental Income (n=5877) Under 25,000 63.4 ±3.5 25,000-59,999 73.1 ±2.9 60,000 and over 68.1 ±3.7
Table 7 Ability to Speak or Understand a First Nations Language by Participation in Traditional Singing, Drumming or Dancing
(n=5668)
Participation in traditional singing, drumming or dancing
Speak or understand a First Nations language (%)
95% CI
Never 45.1 ± 2.6
Less than once per week 57.5 ± 5.1
1-3 times per week 60.3 ± 8.2