Category Archives: Canada

by | 17 September 2023 · 5:43 am

Cold War Gymnastics

From Nadia Comaneci and the Secret Police: A Cold War Escape, by Stejarel Olaru (Bloomsbury, 2023), Kindle pp. 46-48:

More than two decades later, in 2001, Nellie Kim was to recall the Montréal Games and her clash with Nadia Comăneci in an interview with Jean-Christophe Klotz, the presenter of Les Grands Duels du Sport on the Franco-German Arte channel. Even after so many years the disappointment Kim had felt at the time obviously still rankled when she said that while Nadia was a great gymnast and almost perfect, she was by no means superior to anybody in the Soviet team. ‘I can’t say that she was better than we were. Her routines were as difficult as those of Turishcheva, Korbut and myself. On a few apparatuses she was better than Turishcheva and Korbut, but on others, not quite. But the press turned her into the “goddess of gymnastics”,’ she said, suggesting that it was not so much Nadia’s performance that had counted, but the influence of Western journalists, who deliberately exaggerated her prowess.

Kim’s opinion is only partly justified. Given that the Cold War was still at its height, Western journalists must have felt a bias towards anybody able to rock the myth of Soviet sporting invincibility. This had been the case of Olympic, World and European champion Věra Čáslavská, who at the 1968 Mexico City Olympics was done an injustice by the judges: the Czechoslovak gymnast had been forced to share the top of the podium with Larisa Petrik of the U.S.S.R. and had bowed her head and turned it to the right when the Soviet national anthem was played. Čáslavská was protesting not at the unfairness of the scoring to which she had fallen victim during the competition, but at the fact that her country had fallen victim to an invasion by the Soviet army just weeks before.

And the Western journalists loved her for it. But four years later, they also fell in love with little Soviet gymnast Olga Korbut at the Munich Olympics, recognising even then the decisive rôle she was to play in gymnastics. They dubbed her ‘the darling of Munich’, so captivating was her performance, which gives us to believe that regardless of political circumstances or personal sympathies, the international press was still able to preserve its objectivity in the face of obvious talent.

By the time of the 1976 Montréal Olympics, Romania had indeed gained its own separate image internationally, as Czechoslovakia had in 1968. The country was part of the Communist bloc, but a number of past political gestures on the part of Nicolae Ceauşescu had created the impression that Romania distanced itself from and sometimes even defied Moscow, an impression that was also bolstered by Bucharest’s closer and closer ties with Washington and other Western capitals. Which is why the sympathy towards Nadia Comăneci on the part of both press and public could be viewed as all the more genuine.

But political circumstances could have no influence on how Nadia’s performance was judged, where technique and artistic elements that were all that counted, and journalists could not award points in place of the judges. It was the fullness of Nadia’s performance that was her secret, and it distinguished her from the Soviets, as Cathy Rigby remarked in her commentary for ABC: ‘Oh look at that amplitude!’ Nadia controlled her body in a way that stood out, without any tremor to betray hesitation, and with the ambition to control her balance to the utmost degree. She was fast, but at the same time elegant and certain, which made some of her movements seem unreal. The elements in the routines that won her scores of ten were achieved with flawless poise, seamlessly combined, in a style that Nadia was to make uniquely her own.

The International Gymnastics Federation’s scoring code for the uneven parallel bars now includes the Comăneci Salto and Comăneci Dismount, named after the moves Nadia pioneered at Montréal. In the first, ‘the gymnast begins in a support position on the high bar. She casts away from the bar and performs a straddled front somersault and regrasps the same bar’ – an element deemed to be of an extremely high level of difficulty. In the second, the ‘gymnast begins in a handstand on the high bar and then pikes her feet onto the bar and does a sole circle swing around the bar. She then releases the bar first with her feet and then with her hands as she performs a half-twist immediately into a back somersault dismount.’ Such moves are only a few of those that were to inspire future generations of gymnasts, leading them to tackle elements of increasing complexity and even risk. In Munich in 1972, Olga Korbut had done the same thing. Likewise, Japanese gymnast Mitsuo Tsukahara revolutionised gymnastics with the spectacular vault that now bears his name. To this day, each generation of gymnasts takes inspiration from the daring of their predecessors.

The impact around the world of Nadia Comăneci’s achievements at Montréal was remarkable. The popularity of the sport suddenly increased, and Nadia became an inspiration not only for younger gymnasts and even those of her generation, but also for countless little girls who dreamed of becoming like her. Some of those little girls went on to become champions, such as Mary Lou Retton, who watched Nadia at Montréal on television and was electrified by her refinement and natural grace.

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Filed under Canada, France, Germany, Mexico, nationalism, philosophy, Romania, USSR, war

by | 6 May 2023 · 4:27 pm

New France Expands, 1700-1750

From Indigenous Continent: The Epic Contest for North America, by Pekka Hämäläinen (Liveright, 2022), Kindle pp. 214-215:

In the winter of 1704, a multiethnic party of two hundred French, Mohawk, Wyandot, and Wabanaki soldiers attacked the town of Deerfield in Massachusetts. The soldiers entered the town from three separate points before dawn, surprising the sleeping inhabitants. The attackers knew exactly what to do. They captured Eunice Mather Williams; her husband, pastor John Williams; and their five children—confident that they could expect a healthy ransom for their redemption. Overall, forty-one English colonists were killed, and more than a hundred women, men, and children were taken captive. The Williams’s daughter Eunice, seven years old, spent seven years in captivity, her story becoming a sensation in the English colonies and New France. She was adopted into a Mohawk family, converted to Catholicism, married a Mohawk man, had three children, lost her English, and became known as Kanenstenhawi. She did not want to be redeemed. She died in Kahnawake, near the Saint Lawrence Valley, at the age of eighty-five.

The attack on Deerfield announced the revival of French confidence and expansionism in North America. Emerging from the shadow of the Five Nations, French colonists, traders, and officials slowly picked up where they had been forced to stop in the 1680s. The outbreak of the War of Spanish Succession—which involved France, Spain, and Great Britain—instilled further urgency in French maneuvers, and the early decades of the new century saw the Saint Lawrence Valley quickly become safer, richer, and more crowded: its population of fifteen thousand in 1700 would more than triple by 1750. Fantasies of a New Jerusalem drew in colonists and soldiers from France, and a continuous strip of riverfront farms stretched for more than two hundred miles on both sides of the river. Native peoples from the interior trekked with their goods to Montreal, Trois-Rivières, and Quebec, and many of them were willing to fight with the French to keep the English at bay.

New France was becoming a realm of hard colonial power. The most obvious manifestation of its aggressive stance toward Native Americans was Indian slavery. The French began purchasing captives, mostly children, from Odawas, Ojibwes, Potawatomis, Miamis, Meskwakis [aka Fox], and Wyandots [aka Huron] in the interior. Code Noir, established to regulate slavery in France’s Caribbean colonies, was now applied in New France. Soon the colony had hundreds of Indian slaves working as millers, field hands, dock loaders, launderers, and domestics. Some were forced to labor as ship crewmen, and Indians with more skills were assigned to shops and factories. The French called the enslaved Indians Panis, a label of obscure origins that connoted loss of freedom, as well as slave status, that erased all ethnic identities. Some female slaves became concubines, and some married French men. Almost all were subjected to intense religious indoctrination and struggled under the demands made by their owners. The average slave entering the colony was just ten years old and died by the age of eighteen.

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Filed under Britain, Canada, Caribbean, economics, France, language, migration, military, nationalism, North America, religion, slavery, Spain, war

by | 25 April 2023 · 5:42 am

French Yield to Mohawks, 1622

From Indigenous Continent: The Epic Contest for North America, by Pekka Hämäläinen (Liveright, 2022), Kindle pp. 92-94:

In 1622, desperate to put an end to the violence that disrupted the fur trade, the raison d’être of New France, Champlain yielded to Mohawk demands. The Dutch came to their own conclusions about Mohawk power around the same time, retreating from closer interactions; and Champlain, spotting an opening, extended a peace proposal to the Indian nation. The Mohawks accepted a treaty, which freed them to focus on their Native rivals. They attacked Montagnais towns in the Saint Lawrence Valley, securing the northern and western flanks of Iroquoia, the Iroquois homeland. In the south and east, Mohawks, the “Keepers of the Eastern Door,” moved to discipline the Dutch, who, placing profits before politics, had opened Fort Orange to Mahicans. By 1628, the Mahicans and the Dutch had seen enough. The Mahicans agreed to pay the Mohawks an annual tribute in wampum, and the Dutch resigned to placate the Iroquois League with goods. Mohawk sachems now controlled who was allowed to trade at the fort—whose guns, lead, and powder could make and unmake Indigenous regimes in the Northeast.

France’s support for its Native allies was not altruism; it was secured by a generous trade in beaver pelts and through the social alchemy of sharing. “The Beaver does everything perfectly well,” a Montagnais hunter declared, “making sport” of French traders. “It makes kettles, hatchets, swords, knives, bread; and, in short, it makes everything.” It is only a slight exaggeration to say that the beaver also made New France itself. In 1627 the colony was home to mere eighty-five people, yet its charter granted it all of North America, from Florida to the Arctic Circle. To prop up the colony, Cardinal Richelieu, the chief minister of King Louis XIII, established the Company of One Hundred Associates to facilitate immigration. Expectations were still modest. The company had to bring in fifteen hundred French “of both sexes” during the first ten years, or face heavy sanctions. It was clear that collaboration with the Indians through the beaver pelt trade would remain New France’s lifeline.

However, New France was also a religious and moral project that mobilized French officials, missionaries, and soldiers to make a concerted effort to enforce acceptable behavior. Marriage customs, especially polygyny, became a source of contention between Jesuits and Indians. For Native men, having multiple wives was essential as a mark of status, as well as insurance that they would produce more children who would contribute to the household’s prosperity and reputation. When French missionaries challenged Indigenous marriage arrangements, both Native women and men fought back fiercely. But large numbers of women—especially captured secondary wives—also sought relief from the grueling labor and lack of autonomy under authoritative and abusive husbands. For them and others, missionaries and Christianity could be useful: they could offer a different life.

In the early 1630s, New France, already inseparable from its network of Indian allies, encompassed an expanding domain around the Saint Lawrence Valley. French traders were reaching out to the Indians for their furs, and Jesuit friars were reaching out for their souls, entrenching the French in North America. In 1631, Champlain wrote a booklet on French and English colonization in the New World, stating that the English “do not deny us all New France and cannot question what the whole world has admitted.”

…

By the mid-seventeenth century, the colonies in Maine that had been founded by European powers were confined to the Atlantic coast below the Penobscot River, and most of those colonies were small and vulnerable. European maps were remarkably accurate when depicting coasts and rivers, but the rest of the continent remained terra incognita. The English, French, and Dutch colonies had not become launchpads for territorial expansion, and only the French had a plan for colonization—a plan that emphasized coexistence. All colonial powers simply struggled to survive. Rather than looking to the west for conquests, they looked to the east, toward their mother countries, for goods, weapons, and soldiers to keep them safe. The settlements were more footholds than full-fledged colonies. It is telling that the out-of-the-way Great Fishery was still the most lucrative of the European schemes, and it was a business venture, not a colony.

The Spanish Empire had instigated an early European surge consisting largely of ruthless pillaging, which was lucrative but not sustainable. It had not led to permanent possessions in North America. By 1600, the Spanish were seriously questioning their methods. More than a century of colonialism had merely scratched the surface of the Indigenous continent.

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Filed under Britain, Canada, economics, France, migration, military, nationalism, Netherlands, North America, religion, Spain

by | 26 March 2023 · 5:41 am

Losing Your First Language: Cantonese

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 164-165:

Nellie remembers that she really didn’t want to come here from Hong Kong when she was 6 years old, and she remembers saying “I don’t want to go there; I don’t know how to speak the language” (October 6th, 1995, p. 1). At first, she was really quiet in class, and she’d spend time on her own during recess, and eat lunch alone, because she was too afraid to talk to anybody, but she remembers also feeling confident during math class because her math skills were so far advanced. After her first year (Grade 2), which she spent in an ESL class with six other students from different grades and different first languages, she began to feel more confident in English, but she sometimes slipped in Cantonese words when she got excited, and then she became fluent, and then she began using English at home. Her parents even commented to her that “it’s good that you learned English, but when you’re home, we’d like you to speak Cantonese” (October 6th, 1995, p. 2). But, there was no one in her school or her neighborhood who spoke Cantonese, and she was able to speak to her siblings and her parents in English without being punished, and so that is what she did. From that time forward, she remembers being quiet whenever she was immersed in a Cantonese-language environment.

The pampered baby in her family, Nellie found that language loss did not really affect her relationships with her father or sister, but it did make her relationships with her mother and her brother more distant. As her brother was never able to become comfortable in English, he chose not to respect her language abilities, refusing even to slow his speaking pace, or adjust his vocabulary, in Cantonese. Nellie speaks of him with coldness. Her mother now admits that she really disliked Nellie when Nellie was growing up because her mother was unable to understand her.

As a teenager and young adult, Nellie had a long-term relationship with a Caucasian boyfriend. Her parents, particularly her mother, were extremely upset by the relationship, even moving to Toronto in the hope that she would forget about him. Their plan backfired; Nellie instead refused to leave Vancouver, and moved out on her own. Over time, and with the evolution of her relationship, she decided to move to Toronto, but, by the time she announced her decision to her parents, they had already made arrangements to move back to Vancouver. Nellie was also frustrated by Chinese cultural standards. Whereas she was an above-­average student who didn’t drink, smoke, or do drugs, who never got into trouble, who didn’t date until she was 16, and who took on responsibility in school, she didn’t meet the criteria for a “good” Chinese girl. Only over time, when Nellie was in her mid-20s, and with Canadianization did her parents come to appreciate her in Canadian terms.

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Filed under Canada, China, education, language, migration

by | 25 March 2023 · 6:31 am

Losing Your First Language: Korean

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 162-163:

Born in Korea, Hana Kim came with her parents on a temporary overseas assignment to Canada when she was 4 years old. Because they were planning to return to Korea in 3 years, her parents did not expect the children to speak Korean, but instead let them “do what came naturally” (June 20th, 1995, p. 1), going to English playschool, watching TV, and speaking English at home. At the end of 3 years when her parents had decided to immigrate, Hana Kim was still able to speak Korean, but she began losing it when she was in Grade 2. By the time she was 11 years old and they returned to Korea for a visit, she was almost unable to communicate. She returned again when she was 17 years old, and was able to understand some basic things, but was unable to say what she wanted to say. Oddly enough, Hana Kim returned to Korea once again when she was in her late 20s, and, at that time, many of her relatives commented that her Korean had improved. She mused that,

“I think as I’ve gotten older—I think maybe I’m concentrating more, and I understand how the language works more, because you’re more mature, and I think that’s allowing me to speak it a bit better.” (June 20th, 1995, p. 2)

Yet, accustomed to being a very articulate speaker (Hana Kim works as a television broadcaster and anchorwoman), she felt frustrated by her inability to communicate her ideas and comments. She was also frustrated that people in Korea would “see that you’ve got a Korean face” and then “they kind of expect you to be able to speak Korean too. If you’re White it doesn’t matter; they don’t have those expectations, you know” (June 30th, 1995, p. 7).

Even were she to still speak Korean, Hana Kim would likely have become a broadcaster. As a child in Korea, she used to mimic the broadcasters on the radio from the time she began to talk. On the other hand, she also feels that growing up speaking English to parents who couldn’t speak the language also contributed to her choice of profession because she had to learn to speak slowly, deliberately, and carefully, and to constantly evaluate the difficulty of her vocabulary. She therefore didn’t have to change her speech habits in order to train as a news reporter.

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Filed under Canada, education, Korea, language, migration

by | 23 March 2023 · 7:44 am

Losing Your First Language: Vietnamese

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 159-160:

Kuong immigrated to Canada from Vietnam when he was 3 or 4 years old, and first lived near Windsor, Ontario because his family’s sponsor lived in a small town there. He attended school there for Grades 1, 2, and 3, and, because he was instructed in both French and English, believed the two languages were just different dialects until he moved out to British Columbia in Grade 4. He remembers absolutely nothing of his primary school classrooms, although he can remember the walk to school, and the fear that he felt when he heard little children screaming in the principal’s office. He thought maybe he didn’t remember the classrooms because he never understood anything during his primary schooling; his first recollections of instruction are from Grade 4 when he was finally able to understand some of the things the teacher said.

Kuong has an older sibling attending college who is fluent in both Vietnamese and English, and whom he envies, and an older sibling attending a School for the Deaf who signs and lip-reads only in English. His younger brother is in jail; apparently there was some confusion about his date of birth when the family immigrated, so the Canadian authorities believe his 16-year-old brother to be an adult, and have imprisoned him accordingly.

Kuong’s parents don’t speak very much English. Because Kuong got mixed up with drugs and crime when he was still in elementary school, he has been in and out of group homes. Because he has therefore been predominantly in English-speaking environments, he doesn’t speak Vietnamese, yet he also knows that he has serious difficulties in reading, writing, and expressing himself in English. Kuong feels that he will never be gainfully employed in Canada. He doesn’t have the grammatical skill necessary for white-collar work, and he doesn’t have the physical strength (because of heroin addiction) for blue-collar work.

His parents have offered to buy him a fishing boat if he finishes Grade 10 (he was 18 years old at the time of the interviews in 1995), but he doesn’t speak enough Vietnamese to communicate with other fishermen. He thinks he’ll probably only live another 10 years because of his lifestyle and because of how he earns a living; however, he reasons that, if he limited himself to legal employment, he wouldn’t even be able to survive for 10 years.

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Filed under Canada, drugs, education, labor, language, migration, Vietnam

by | 22 March 2023 · 5:25 am

Losing Your First Language: Portuguese

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 164-165:

After immigrating to Toronto from Portugal at the age of 1 or 2, Michael didn’t learn to speak English until he began Grade 1. When he started school, it became obvious to his teacher that Michael couldn’t speak English very well, and so she encouraged his parents to speak to him in that language at home. They tried, but by the time Michael was in Grade 3 and able to function well in school, they reverted to Portuguese in the home. The pattern was well-established however, and Michael continued to reply to them in English.

Apart from his language difficulties, Michael doesn’t recall much of his early years of school except that he was in trouble a lot. He “spent a lot of time in the corner” (November 17th, 1995, p. 1), which he attributes to “language issues,” and to the fact that he didn’t get a lot of support at school. Later, his language issues were multiplied when, during puberty, he simultaneously returned to Portugal for a visit, and also began having speech difficulty when his voice started changing. According to his speech therapist, he began using his false vocal chords; he began feeling very self-conscious using the English language. When he visited Portugal during the summer vacation, he began to feel more comfortable around the Portuguese language, and, at the same time, he stopped using his false vocal chords. It is a chicken-and-egg question whether he feels more comfortable with the sounds and rhythm of Portuguese than with English because his language difficulty was solved in Portugal, or if his language difficulty was solved in Portugal because he felt more comfortable with the language. Either way, it is a moot point; he can no longer speak the language, even having difficulty in retrieving single words.

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Filed under Canada, education, language, migration, Portugal

by | 21 March 2023 · 5:27 am

Losing Your First Language: Polish

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 160-161:

Alex is a borderlander who is also the son of borderlanders. His mother was born to Russian immigrants in Chicago, but moved to Russia when her parents returned there after the Revolution. She moved into a border town that had once been the southwest part of Poland, just north of the Ukraine, but which had become part of White Russia. Living in such a linguistically diverse region, Alex’s parents spoke Polish and White Russian (a dialect) and standard Russian, depending on the situation. When Alex was born, they adopted Polish as the home language. They moved to a vibrant Polish-speaking community in the United States when Alex was 3 years and 3 months old. They later moved to northern Canada where several of their relatives lived, and where they were able to communicate in Ukrainian, another language spoken by both of his parents.

Alex remembers beginning school, and he remembers the day when his Polish first name was changed to Alex so that his teachers could more easily pronounce it. Like Kuong, he has no recollection of Grade 1 and 2, though he has clear memories of Grade 3 and following (after he could speak English) and of playschool and kindergarten (when he played and had fun in Polish). While Alex was growing up, his parents relied on him to translate English into Polish for them; his father worked in a foundry and did not require English, while his mother stayed home. When I met him, Alex could speak only a little, broken, Polish, and could follow a very basic conversation in Polish. He remembers being much more fluent, and he feels like he is losing Polish bit-by-bit, day-by-day.

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Filed under Canada, education, language, migration, Poland, Russia, Ukraine

by | 20 March 2023 · 6:40 am

Losing Your First Language: German

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 158-159:

Alexandra asserted many times that she was unaffected by the loss of the German language which she had spoken until she was about 9 or 10, that in fact, the loss of German had been extremely beneficial to her.* She insisted that the only loss she felt was the loss of opportunity to speak a second language. She told me these things so many times, and so force­fully, that I stopped believing her.

Born on the prairies, Alexandra was the youngest of six children in a German-speaking household. Her mother was her father’s second wife; her three oldest siblings were half-brothers. When Alexandra was 10 years old, her own mother died and her father couldn’t manage both his family and his farm. Her three oldest brothers, aged 16, 18, and 20, moved out on their own, while the three youngest children became wards of the state and were placed in foster care with families who did not speak or understand German. When her family split up, Alexandra did not maintain contact with her father because she felt betrayed.

Instead, she considered the family that she lived with and grew up with to be her family, and she never even discussed her former family with her foster family. Although she had some desire to maintain contact with her siblings, because she felt no need to see them, and because her foster parents would have found it difficult to accommodate her desire to see her former siblings, she seldom had any contact with them.

She remembers speaking German at her brother’s wedding 4 months after her family broke up, but that is the last recollection she has of being in a German-speaking environment. At this time she doesn’t remember any German words at all; in fact, she says she can’t even count to 10 in German.

*[Author’s note:] I have come to be very suspicious of such claims, which are often used to contradict research directed at heritage language maintenance. Through this project, after close questioning of subjects who initially said similar things, I have come to realize that they do not mean they are glad to have lost the first language, but rather that, if they had to be monolingual, then they are glad to be monolingual in English rather than in some other language.

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Filed under Canada, education, Germany, language, migration

by | 19 March 2023 · 8:19 pm

Losing Your First Language: Ukrainian

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 154-155:

Er that I ferther in this tale pace,
Me thinketh it accordant to resoun
To telle you al the condicioun
Of eech of hem, so as it seemed me,
And whiche they were, and of what degree,
And eek in what array that they were inne:
(Chaucer, The Canterbury Tales, General Prologue, lines 36-41)

Nadia was the first person to volunteer for this research project, completing her interviews before the call for subjects was published. A registered nurse, Nadia came to my home to collect urine samples when my husband and I purchased our life insurance. We talked a little bit about our respective professions, and, when I explained the subject of my research, Nadia became excited and said that she would love to parti­cipate, because her first language was Ukrainian. Nadia was, in essence, a pilot study. With her, I discussed not only the subject of language loss, but also the best ways to both ask questions and aid people in their struggles with narrating large sections of their lives.

Nadia was born in a small town in Manitoba into a unique linguistic situation, one which left her alone and often lonely. She and her family were Ukrainian-speaking Catholics in a town that was predominantly German and Mennonite. She therefore had to travel outside the town to go to church, and was isolated from many activities. She remembers some German teaching in her school, even though the linguistic norm was English. Nadia also remembers having several reserve First Nations’ schoolmates who spoke English as a second language, but she didn’t notice their cultural difference when she was very young, and they had largely dropped out of school by the time she was in high school.

Most of Nadia’s memories of speaking Ukrainian in childhood revolve around food and ceremonies. This was understandable, given that holidays and festivals were occasions for her family to travel and to visit with other members of their family and their church. As she also explained, “I jumped around and started talking about my culture and stuff. I see many languages associated to a culture, and so, also, when I did family things, that’s where Ukrainian was” (June 13th, 1995, p. 30). At the time of our interviews, Nadia was enrolled in Ukrainian lessons through her church, hoping to recapture enough of the language to participate in family conversations, and to surprise her parents on her next visit home.

Ukrainians in Canada were interned as enemy aliens (from Austria-Hungary) and put to hard labor during World War I.

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Filed under Canada, education, language, migration, religion, Ukraine