Halq’eméylem 101 is an introductory course in the Halq'eméylem language (Upriver dialect). Students will do work on important aspects of pronunciation, vocabulary and grammar. Students will work with an instructor and with an Elder fluent in the language, and will use audiovisual techniques, drill patterns, flashcards, pictures and videotapes. The course will also include linguistic instruction in grammar and pronunciation, including relevant aspects of the International Phonetic Alphabet. At the end of the course, students will have learned between 450 and 500 high-frequency words in the language, and will have had an overview of the pronunciation and the major grammatical structures of the language.
Halq’eméylem 102 is a continuation of HALQ 101. At the end of the course, students will have learned an additional 400 to 500 high-frequency vocabulary items, and will have mastered the entire sound system of the language and the major grammatical structures in some detail. Students will also have begun studying texts in the language.
Halq’eméylem 201 is an intermediate course in the Halq'eméylem language. At the end of the course, students will have acquired an additional 450-500 vocabulary items (for a total, with prerequisites, of approximately 1500 vocabulary items). Students will have gained control of all of the major inflectional endings in the language, and will be expected to translate extended texts without vocabulary aids. The course will also cover issues in dialectal variation in Upriver speech, and comparison between Upriver vs. Downriver and Island dialects. The course is designed to be challenging and fun, and the students who complete it will have a strong, solid, foundation in the language.
Halq’eméylem 202 is the second of two intermediate courses in the Halq’eméylem language (Upriver dialect). At the end of the course, students will have acquired an additional 450-500 vocabulary items (for a total, with prerequisites, of approximately 2000 vocabulary items). The course will focus on two areas: (i) advanced texts, where students will work with existing texts, and in addition will work on the collection and transcription of texts with native-speaking Elders; (ii) conversational practice, including role-playing, speech presentations, and a focus on topics for everyday use of the language.
