Naci Nkiluwahton Wolastoqey Latuwewakon (Translation: Looking for Answers for Maliseet Language): Wolastoqey language reclamation through cellphilm and storywork

Abstract

As a member of the Wolasotoqiyik (also known as the Maliseet Nation), we now speak and come to know through the language of settler culture on our home territory, thinking in objectified perceptions, while our own melodic Wolastoqey language sits endangered, taking with it our stories, concepts, words and what is left of our traditional worldview. This qualitative study is framed within Indigenous Research Methodology, as the work is motivated to assist in the process of decolonizing education, through ancestral language reclamation at home and school. Leaning into people’s everyday media-making practices with cellphones and digital technology, the research process described in this article-based dissertation connects Wolastoqey language learning between youth and Elders, in a way that celebrates the knowledge and key role of these generations. In partnership with my home community, Neqotkuk (Tobique First Nation), in northwestern New Brunswick, together through public dialogue, storywork, and participatory visual research, we began to awaken our language through increased use of Wolastoqey Latuwewakon (Maliseet language). In response to community needs, this study focused on accessibility and presenting research to mobilize immediate action. This research design has empowered Wolastoqey language speakers and worked with their wisdom to support my community towards a decolonial language revitalization path. The dissertation highlights important starting points for reclaiming and revitalizing Indigenous languages, focusing on what each community needs and focused on methods that attract and engage young people. Decolonizing education through language revitalization can be a strength-based and youth-driven approach, shifting the individual effort to a collective movement that promotes language learning.