How are we working together?
In the context of a distinctions-based approach and consistent with recent amendments to the School Act, 1996, it is essential that the language, culture, heritage, history, and land-based connections of the First Nation(s) on whose territory a school district is located are honoured, acknowledged, and taught.
The Ministry of Education and Child Care will continue to engage with the First Nations Education Steering Committee on priority actions. Supporting First Nations languages has been acknowledged as a key priority, however with competing priorities on additional Year 3 actions, there is currently no progress to report.
Are there challenges?
Long-term, sustainable funding is required to complete this action. A concern amongst Indigenous peoples living in urban settings may be how the ministry will ensure that all Indigenous languages are supported in the K-12 public education system in alignment with a distinctions-based approach. Significant resources will be needed to complete this action due to the diversity of First Nations languages in B.C.
Highlights
In alignment with a distinctions-based approach, the ministry continues to support partnerships between school districts and First Nations communities in developing curriculum documents for First Nations languages. There are currently 20 Ministry-Recognized First Nation Language Curriculum Documents, to support the teaching and learning of 20 First Nations Languages.
Previous years’ progress
Highlights
In alignment with a distinctions-based approach, the Ministry of Education and Child Care (ECC) continues to support partnerships between school districts and First Nations communities in developing curriculum documents for First Nations languages. There are currently 20 ministry-recognized First Nation language curriculum documents, to support the teaching and learning of 20 First Nations languages.
The Ministry has provided direction to B.C. Superintendents that the language, culture, heritage, history, and land-based connections of the First Nation(s) whose territory a school district is located are honoured, acknowledged, and taught. Historically, Boards of Education have decided which languages will be offered in their school district. The passing of the School Act Amendment (Bill 40) will now require that boards engage with Indigenous education councils to ensure that the learning of local First Nation languages and cultures are prioritized.
How are we working together?
In the context of a distinctions-based approach, it is essential that the language, culture, heritage, history, and land-based connections of the First Nation(s) on whose territory a school district is located are honoured, acknowledged, and taught. The Ministry will continue to engage with First Nations Education Steering Committee (FNESC) as the organization mandated by the First Nations Leadership Council to discuss matters related to education with other First Nations rights holders.
ECC has regular communication with the FNESC on priority actions. Supporting First Nations languages has been acknowledged as a key priority, however with competing priorities on additional Year 2 actions, there is currently no progress to report.
Are there challenges?
To do this work effectively and properly acknowledge the diversity and richness of First Nations languages in B.C., long-term, sustainable funding will be required to complete this action.
Further consideration for how to appropriately engage Indigenous Peoples living in urban settings will be required to determine how First Nations, Métis, and Inuit languages can be supported in the K-12 public education system in alignment with a distinctions-based approach.