Indigenous Languages Act

An Act respecting Indigenous languages

This bill is from the 42nd Parliament, 1st session, which ended in September 2019.

Sponsor

Pablo Rodriguez  Liberal

Status

This bill has received Royal Assent and is now law.

Summary

This is from the published bill. The Library of Parliament has also written a full legislative summary of the bill.

This enactment provides, among other things, that
(a) the Government of Canada recognizes that the rights of Indigenous peoples recognized and affirmed by section 35 of the Constitution Act, 1982 include rights related to Indigenous languages;
(b) the Minister of Canadian Heritage may enter into different types of agreements or arrangements in respect of Indigenous languages with Indigenous governments or other Indigenous governing bodies or Indigenous organizations, taking into account the unique circumstances and needs of Indigenous groups, communities and peoples; and
(c) federal institutions may cause documents to be translated into an Indigenous language or provide interpretation services to facilitate the use of an Indigenous language.
The enactment also establishes the Office of the Commissioner of Indigenous Languages and sets out its composition. The Office’s mandate and powers, duties and functions include
(a) supporting the efforts of Indigenous peoples to reclaim, revitalize, maintain and strengthen Indigenous languages;
(b) promoting public awareness of, among other things, the richness and diversity of Indigenous languages;
(c) undertaking research or studies in respect of the provision of funding for the purposes of supporting Indigenous languages and in respect of the use of Indigenous languages in Canada;
(d) providing services, including mediation or other culturally appropriate services, to facilitate the resolution of disputes; and
(e) submitting to the Minister of Canadian Heritage an annual report on, among other things, the use and vitality of Indigenous languages in Canada and the adequacy of funding provided by the Government of Canada for initiatives related to Indigenous languages.

Elsewhere

All sorts of information on this bill is available at LEGISinfo, an excellent resource from the Library of Parliament. You can also read the full text of the bill.

Votes

May 2, 2019 Passed Concurrence at report stage of Bill C-91, An Act respecting Indigenous languages
Feb. 20, 2019 Passed 2nd reading of Bill C-91, An Act respecting Indigenous languages
Feb. 20, 2019 Passed Time allocation for Bill C-91, An Act respecting Indigenous languages

Indigenous Languages ActGovernment Orders

May 2nd, 2019 / 1:45 p.m.

Conservative

Arnold Viersen Conservative Peace River—Westlock, AB

Mr. Speaker, I go back to the opening of my speech where I said that the most dangerous words in Canadian society are “We are the government and we are here to help.” That is always the problem when the government gets involved. Getting the money to where it really will make an impact is always a challenge. That is why I am much more free market about it. It will allow people to make money so that they can support their communities, so that they can support their culture and so that they can support their language. If we get the fundamentals right, their languages will survive. As the French language in northern Alberta has survived and as the German language in northern Alberta has survived, so too the Cree language will survive in northern Alberta.

Indigenous Languages ActGovernment Orders

May 2nd, 2019 / 1:45 p.m.

Conservative

Mel Arnold Conservative North Okanagan—Shuswap, BC

Mr. Speaker, it is an honour to rise today to speak to Bill C-91, an act respecting indigenous languages.

There are over 70 indigenous languages spoken in Canada. Over a quarter of a million first nations, Métis and Inuit speak their indigenous languages well enough to carry on a conversation. The most spoken languages are Cree, with almost 100,000 people speaking it; Inuktitut, with almost 40,000; Ojibwa, with almost 30,000; Ojibwa-Cree, with almost 16,000; and Dene, with 13,000. While these numbers are significant, there are languages that have been lost or are at risk of being lost unless something significant is done to retain the cultures and understanding of the languages of the indigenous peoples.

I am happy to say that in my riding of North Okanagan—Shuswap, something significant is being done to preserve the indigenous languages of the Secwepemc and Splatsin Okanagan nations. One example of this language restoration and preservation is the Shihiya School, which is operated by the Splatsin band near the border of the Shuswap and Okanagan territories. It offers preschool to grade 6. It basically follows the provincial curriculum, but it is also integrating the Splatsin language and culture into its programs.

Another example, one I have more experience with because I have had the opportunity to visit it, is the Chief Atahm School, which is an indigenous immersion school at the western end of the Shuswap Lake area. This school was established through the vision of parents and leaders of the Adams Lake Indian Band, the Little Shuswap Lake Indian Band and the Neskonlith Indian Band, which are all part of the Shuswap territory.

I have had the privilege of touring the Chief Atahm School, and have seen some of the work that has been taken up by the parents and elders of the area. The work being done is inspiring and amazing, and it is largely being done on a voluntary basis. The school has highly skilled educators working collaboratively with parents, former students, elders and technicians to put together the curriculum. The entire teaching process, page by page, image by image, illustration by illustration and story by story is being put together from scratch.

The people involved have learned how to do this, and from what I saw, they are doing an incredibly good job of it. There are elders who show up almost daily to help out. These are elders who are in their nineties, and are the few remaining people who can speak and understand the language fluently. They are working on computers side by side with technicians and illustrators. These elders could never have imagined the technology being used now to retain the language they learned, which was passed on generation after generation through stories, dance, drumming and through some incredible means. Now they are able to tell those stories and pass them on digitally, which is something they would have never imagined, as well as in written and illustrated form in booklets. These are truly amazing pieces.

The school also takes the students out to the fields and streams, which is an immense part of learning and understanding the language and the culture. When I was there, I asked if the languages were similar to Roman or French languages. They are not. The languages are based on experiences, places and geographical areas. They are often based on different times of the year. One word or sound in one language may not mean exactly the same thing in the language of a neighbouring band. It may be similar, but slightly different.

We learned that with the renaming of the Tsútswecw Provincial Park, formerly the Roderick Haig-Brown Provincial Park, on Shuswap Lake. Apparently, in one language “Shuswap” means a place of many waters but another neighbouring area thought it referred to a place of many fish. There are such subtle differences being discovered by the recording, digitization and restoration of this language into modern forms and it is really interesting to see how that is done.

When the school takes the students out to the fields and streams it is also teaching them to harvest off the land. The students are harvesting fish, plants and wildlife. In fact, a deer is brought onto the school grounds and the students are taught how to process all of the meat and the goods off the deer. A smokehouse was also built. The students learn what the language really means when they talk about preserving their food for their future and how that is preserving their culture.

The Chief Atahm School has indigenous and non-indigenous instructors. It has brought people in from the communities outside of the bands themselves to educate the students. As I said, I was very fortunate to be able to visit the school. I was first there last year. I went back again in March of this year.

The school is doing so well and is so well supported by the community that it will be undergoing a large structural expansion. It is going to expand its inner space and teaching area so that, hopefully, it can include higher grades and all of the age levels potentially right up to university level and beyond. It will all be done through an immersion process. Many of us have heard about French immersion, but this is indigenous immersion into the Shuswap language, which is truly an incredible component. I looked at the books the school has. The students are taught the sounds by the instructors, but the words are written with our English phonetic alphabet. Some of the pronunciations were a real challenge for me. It was interesting to learn how to place one's tongue and how one's voice rolls through one's throat. All of this is part of those subtle differences of all those different languages.

I look forward to Bill C-91 making some difference on the ground for students and people in general so they can retain languages like the Shuswap language elsewhere in the country. We are at risk of losing those languages, which will be even more challenging as those members age.

Indigenous Languages ActGovernment Orders

May 2nd, 2019 / 1:55 p.m.

The Assistant Deputy Speaker Anthony Rota

I am going to interrupt the hon. member for a moment. He has been giving a very good speech. I am trying to hear it, but the rumble in the room seems to be going up. I want to remind everyone that business is being taken care of. I am sure everybody will be very interested in what the hon. member for North Okanagan—Shuswap has to say and will focus on him so they hear what he has to say.

The hon. member for North Okanagan—Shuswap.

Indigenous Languages ActGovernment Orders

May 2nd, 2019 / 1:55 p.m.

Conservative

Mel Arnold Conservative North Okanagan—Shuswap, BC

Mr. Speaker, it really is interesting to see what takes place in this indigenous immersion school. The language is much more than written words on a page or spoken words in a story. The instructors actually take the students out into the field to experience the culture and the processes the languages describe.

We will be going into question period shortly. We have a few minutes left for questions and answers, so rather than make it awkward and stretch this over question period and into another day, I will wrap it up here, and I will take questions and comments until question period starts.

Indigenous Languages ActGovernment Orders

May 2nd, 2019 / 1:55 p.m.

Conservative

Cathy McLeod Conservative Kamloops—Thompson—Cariboo, BC

Mr. Speaker, I would like to thank my colleague from North Okanagan—Shuswap for articulating an important example. What that leads us to reflect upon is that, yes, this legislation is important and, yes, it has had support at report stage. It was a unanimous vote in the House. However, it will be communities that drive the process.

I wonder if the member could talk a bit more about the importance of community-driven solutions and the different stages languages might be at with respect to their development.

Indigenous Languages ActGovernment Orders

May 2nd, 2019 / 1:55 p.m.

Conservative

Mel Arnold Conservative North Okanagan—Shuswap, BC

Mr. Speaker, the involvement of the community in the development of the curriculum and the illustrations of the books showed how important it was to include communities. This school was driven by the parents of the students. They wanted their children to learn their cultural languages. Involving those communities that way is incredible.

The bill begins to address that part of it, but there is a lot missing. The bill was brought in two years after it was promised. Then, at the last minute, over two dozen revisions were table dropped. It obviously was not well prepared, which is typical of the government, and there was a lack of consultation.

Indigenous Languages ActGovernment Orders

May 2nd, 2019 / 1:55 p.m.

The Speaker Geoff Regan

The hon. member is aware that he has eight minutes remaining. Following question period, there could be time for questions and comments, depending on the situation.

The House resumed from May 2 consideration of the motion that Bill C-91, An Act respecting Indigenous languages, be read the third time and passed.

Indigenous Languages ActGovernment Orders

May 9th, 2019 / 10:15 a.m.

Liberal

Robert-Falcon Ouellette Liberal Winnipeg Centre, MB

[Member spoke in Cree as follows:]

[Cree text interpreted as follows:]

Mr. Speaker, I will begin by saying hello to my friends, my relations. It is good to see everyone today.

Let us start with a hard truth: we have had our languages taken from us. Canadians must be generous people and not allow these languages to die.

We have been walking a long pathway, and that pathway can lead to a Canada of great hope and promise. This proposed law is about hope: hope for the future, hope for the present and hope for our children.

In this great structure of Parliament, we have power and resources. In the beginning, we were told that our work was for all Canadians. We must all work collectively together, since Canada has written the promises in how processes unfold. We made a covenant, an agreement, together. We are related. If things have not happened right, we will change things to help respect one another.

[English]

Treaties are about respect and brotherhood. Indigenous peoples have always had treaties. The Cree and the Blackfoot made treaties using common sense. For example, there was to be no fighting in the winter, as it was too cold and not good to move children, women and the aged from their homes to different locations at that time. If one tribe made war, it sought out the other chief and explained the reason it was making war. Quite often, it was that the young warriors had too much energy, and they were bothering the whole camp. The old people knew that the best way to do things was to send them off to war against the enemy they knew. The two chiefs would talk and one would be given time to move the women, children and old people, and it worked for them. Later, in peacetime, they would talk about it.

The creation stories we tell about Wesakechak are about treaty. These world treaties are about water, earth, air, fire, and of course, the Great Spirit. For instance, when a child is born, the mother's water breaks and this signals that the child is to be born. He then gets his first breath of precious sacred air, and he is a living human being. He is then wrapped in the warm hide and fur of an animal and joins the warmth of the fire and the life-giving milk of his mother. Soon he is playing with the other children outside on their own land, which happens to be Canada.

When the Creator finished creating the land, sea and air creatures, he called everyone forward and told them to ask for gifts they wanted to have for themselves. Thus, he made treaties with all life on earth. Many asked to serve mankind. They were warned about mankind and what he would be like as the best and worst of all creation. They accepted and understood his warnings. For their understanding and sacrifices, they were granted a place in the hereafter. They would and should be honoured by men, women and children in ceremonies, which indigenous people still do to this day.

It is from these teachings that we respect air, fire and water in a spiritual way. They are included in all our prayers and ceremonies. It is a good way to live.

[Member spoke in Cree as follows:]

[Cree text interpreted as follows:]

We all have our own languages, understandings and ceremonies. As indigenous people, we respect the earth and all the children of the feathered, furred, scaled, two-legged, four-legged and winged citizens.

Mankind is the only creation that breaks treaties continually. The others have never broken their sacred treaties with us.

From our own common sense, we must pray for the earth and all who dwell here. For over 100 years, we have signed treaties between our different peoples and countries. The original idea was not about subservience but about respect.

Languages must be used to be useful. They must be used by our children in school, in the home and in the rest of society. Our languages must be on TV so that people can see and understand why, where and when and can see what is happening in our Parliament. It is important to have our languages.

[English]

I saw a written sign at the entrance to a graveyard in Lac la Ronge, in northern Saskatchewan. It said, "If we could not as brothers live, let us here as brothers lie".

Man is represented by fire. Interestingly, women are represented by water. With just a single word or a single glance, she can elevate or destroy us. Personally, I would rather be a good brother to my fellow man than perish in a dirty flood of prejudice, jealousy, anger or fear.

Language can convey respect and meaning. It represents culture, and it defines who we are, our self-identity. It is about learning, education and knowledge.

Elder Dr. Winston Wuttunee asked me to talk about how our language is important and related to our belief structure. There are four elements: water, air, land and fire. Language is related to these four elements. When we take a word in Cree and break it down, there are additional meanings within that word.

Let us take water as an example. Water is women, life and connection to all of creation. It is beauty itself.

Let us look at air. There is fresh air and dirty air. It all has an impact on how healthy we are. It is life. It is breath. Animals fly in air. We need good air to be healthy.

Let us look at land. We live and we die. When we die, we become the land and the land is our relatives. It feeds the grasses. It feeds the bison. It feeds us. It is us.

Think about fire. Fire is also life. It keeps us warm. It lets us cook and survive. It cleans the land. It is also men. It works best with water.

Let us take one word in the Cree language, nikamoun, which means “to sing”. Nika means “in front”, and moun means “to eat”. Nikamoun, therefore, means “to be fed song”. If we break it down further, it could mean “to be fed food by the one in front”. This could also be the Creator. To take it a bit further, it means “whoever is in front is feeding us”. This is where the greed for money becomes our sustenance. This has quickly become a starvation diet for us all, nature and mankind too. Do we have the responsibility and the ability to respond and learn to save ourselves, our children, mankind, and our world?

[Member spoke in Cree as follows:]

[Cree text interpreted as follows:]

Without language, who are we as individuals? We become without a past, unable to understand the thoughts of the past and unable to understand our ancestors in ceremony. They, in turn, are unable to understand us when we cannot communicate in our language.

Our modern Parliament has a role to play in helping indigenous peoples. We can add to the scale of justice by ensuring that our Canadian languages, our indigenous languages, do not become museum pieces relegated to the back of anthropological shelves on linguistics but instead are living, alive, and adapted to a modern world while remaining spiritually connected to the past.

I have dreamed of this moment when the Canadian state, which has for far too long tried to ignore and terminate these languages, would be part of the process in Parliament of breathing life into our common languages.

I thank my colleagues, the House leader and Canadians. I thank our ancestors, who never stopped living. I thank the unborn, who will soon carry the spirit bundle of language into the future. I thank them very much.

Indigenous Languages ActGovernment Orders

May 9th, 2019 / 10:30 a.m.

Conservative

Marilyn Gladu Conservative Sarnia—Lambton, ON

[Member spoke in Cree as follows:]

[Cree text interpreted as follows:]

Mr. Speaker, as a mother of two non-status Métis daughters, I am proud to ask the first question in the House of Commons in the Cree language.

What benefit will the bill have for the Cree and Métis nations?

Indigenous Languages ActGovernment Orders

May 9th, 2019 / 10:30 a.m.

Liberal

Robert-Falcon Ouellette Liberal Winnipeg Centre, MB

[Member spoke in Cree as follows:]

[Cree text interpreted as follows:]

Mr. Speaker, suicide has taken too many lives. It destroys whole communities. Language and culture are part of their identity and grow our children right.

[English]

Indigenous Languages ActGovernment Orders

May 9th, 2019 / 10:30 a.m.

NDP

Linda Duncan NDP Edmonton Strathcona, AB

Mr. Speaker, I would like to commend both members for speaking indigenous languages. I hope that one day very soon, on my retirement from this place, I too can pursue those languages in my homeland. It is a great privilege to learn those languages.

Does the member support, and is he willing to speak to his fellows on that side of the House about supporting, amendments that have been brought forward by a number of members in this place on behalf of witnesses who appeared before committee and indigenous people who wrote to the government? They include requiring that the indigenous languages commissioner be indigenous, enshrining the United Nations declaration as a legally binding provision in the bill, adding specific reference to the sixties scoop and taking specific measures to respect the language rights of the Inuit.

Indigenous Languages ActGovernment Orders

May 9th, 2019 / 10:30 a.m.

Liberal

Robert-Falcon Ouellette Liberal Winnipeg Centre, MB

Mr. Speaker, that is a very long question. There is a lot in there to unpack.

Obviously, I believe this bill does reflect the will of the House when we put forward our ideals and our values in the UN Declaration on the Rights of Indigenous Peoples. The federal government went to the United Nations in 2016, 2017 and 2018 to highlight once again Canada's support for the absolute acceptance of UNDRIP.

We are now at third reading. We have heard from a number of witnesses already on this bill. It is time to move forward, though. It is time to make sure this legislation passes, because if we continue to debate and debate, these languages will die. They are dying.

I was speaking with people from New Zealand, and only 10% of Maori are actually speaking the Maori language in New Zealand. That was an absolute disaster, but they started rebuilding the language, working together as a society, indigenous and non-indigenous peoples, and trying to come up with a path forward. Today, the language is spoken even in Parliament, and even non-Maori people speak the language and can do introductions.

I hope that one day all MPs will be able to at least do an introduction in the Cree language:

[Member spoke in Cree as follows:]

[Cree text interpreted as follows:]

“Hello. I greet you. I am glad to see you all.”

Indigenous Languages ActGovernment Orders

May 9th, 2019 / 10:30 a.m.

Liberal

Julie Dabrusin Liberal Toronto—Danforth, ON

[Member spoke in Cree as follows:]

[Cree text interpreted as follows:]

Mr. Speaker, I want to know about this bill, about the youth, if the youth are affected.

Indigenous Languages ActGovernment Orders

May 9th, 2019 / 10:30 a.m.

Liberal

Robert-Falcon Ouellette Liberal Winnipeg Centre, MB

[Member spoke in Cree as follows:]

[Cree text interpreted as follows:]

Mr. Speaker, that is good.

There is a lot of suicide, and it affects our communities. If the youth know their identity, it helps with their character.

[English]