Thank you, Mr. Speaker. The Member is right; the previous courses offered, or the previous participants in the courses offered by the college have been very successful in achieving a certain high standard of ability to interpret.
Unfortunately, the college hasn’t seen much uptake. They kept offering the courses, but there were very few people who signed up to take the courses. We suspect that that may be because, particularly since division of the Territories, there hasn’t been as much demand for interpreting services. There hasn’t been, therefore, the registration of students at the college to take the courses. Thank you, Mr. Speaker.
Thank you, Mr. Dent. Supplementary, Mr. Lafferty.
Supplementary To Question 7-15(5): Interpretation And Translation Training Programs
Mahsi, Mr. Speaker. Mr. Speaker, it is disheartening to hear that there is not much interest from the general public on the interpretation program that’s been offered through Aurora College. We certainly need these professions that can interpret medical and judicial terminology in the communities that we face everyday, whether it’s a health centre or community justice. So, Mr. Speaker, I guess my question to the Minister is, isn’t it the department’s mandate to focus on delivering such important services such as interpretation and translating courses, along with Aurora College? I am sure there is a strategy to work with Aurora College to attract more community members. That certainly can utilize the qualified professions in the communities and also departments can work with these professions. In fact, Mr. Speaker, Education, Culture and Employment do all require such important services in the communities. Mahsi, Mr. Speaker.
Thank you, Mr. Lafferty. Mr. Dent.
Further Return To Question 7-15(5): Interpretation And Translation Training Programs
Thank you, Mr. Speaker. The department really is supportive of the development of language skills among the population and a lot of money is put into, for instance, helping northerners do better at picking up their languages. For instance, ALCIP, the Aboriginal Language/Culture Instructor Program, has been expanded to next year. It will be a two-year course. That’s expanded by one year. The first year will focus on language acquisition. What we are trying to do is make sure communities are better supported to have teachers who speak the aboriginal language of the communities. We should have in our communities, all of the schools able to offer an immersion program from kindergarten to Grade 3 in the language of the community. That is the goal. We are only able to achieve that…I believe we have only a couple of communities that are offering immersion in kindergarten and Grade 1. The problem is we haven’t been able to train enough teachers who then stay in the job and speak the aboriginal languages. So it’s more than just interpreters and translators. We want to see more people in the Northwest Territories who are able to and comfortable speaking their community language.
In terms of supporting the college, we are quite prepared to support the college if there is a demand for people to take these courses, but to date there hasn’t seemed to be as much interest. That’s perhaps because there don’t seem to be all that many jobs out there for people in this field. I think that’s discouraged some people from following it. Thank you, Mr. Speaker.
Thank you, Mr. Dent. Supplementary, Mr. Lafferty.
Supplementary To Question 7-15(5): Interpretation And Translation Training Programs
Mahsi, Mr. Speaker. Mr. Speaker, we heard earlier that it takes a whole community to work together and see a productive outcome. What is the department doing to attract community members? We talk about attracting community members and training a workforce, whether it be on-the-job training. This is one of the important topics that has been ongoing in my region specifically. Has the department considered delivering this program in the communities, Mr. Speaker, as opposed to regional centres? As a matter of fact, we, as the Tlicho Community Services Agency, would love to work with the department on delivering the program. Mahsi, Mr. Speaker.
Thank you, Mr. Lafferty. Mr. Dent.
Further Return To Question 7-15(5): Interpretation And Translation Training Programs
Thank you, Mr. Speaker. We would have to see evidence that there was significant demand for the program to talk about a pilot project such as the one that the Member talks about. I think I can demonstrate to the Member that we are prepared to consider pilot projects, because in the Tlicho region the department is working with the Tlicho Community Services Agency to bring in a Teacher Education Program where we are trying to bring people into the field of teaching who will be comfortable speaking their own language. That is the first step in making sure we have better language services throughout the Northwest Territories by making sure that we have fluent teachers who are helping us ensure that students are coming through the school system supported to learn their language. Thank you, Mr. Speaker.
Thank you, Mr. Dent. Final supplementary, Mr. Lafferty.
Supplementary To Question 7-15(5): Interpretation And Translation Training Programs
Mahsi, Mr. Speaker. Just a final supplementary on the ALCIP program. I am fully aware of that. I very much appreciate that program being delivered in the Tlicho region. At the same time, I would like to ask the Minister when can the department sit down with the Tlicho Community Services Agency and highlight if there is a need for such important courses to be delivered in the communities? Mahsi, Mr. Speaker.
Thank you, Mr. Lafferty. Mr. Dent.
Further Return To Question 7-15(5): Interpretation And Translation Training Programs
Thank you, Mr. Speaker. As I understood the Member’s questions, he was focussed on college level courses. So I would be pleased to contact the college right away and let them know the region’s interest and ask that they have a representative meet with the Tlicho Community Services Agency to discuss the need in the region for this kind of course. Thank you.
Thank you, Mr. Speaker. I give notice that on Thursday, June 1, 2006, I will move that Bill 1, Supplementary Appropriation Act, No, 4, 2005-2006, be read for the first time. Thank you, Mr. Speaker.
Thank you, Mr. Speaker. I give notice that on Thursday, June 1, 2006, I will move that Bill 2, Supplementary Appropriation Act, No, 1, 2006-2007, be read for the first time. Thank you, Mr. Speaker.
Mr. Speaker, I give notice that on Thursday, June 1, 2006, I will move that Bill 3, An Act to Amend the Legislative Assembly and Executive Council Act, be read for the first time. Thank you, Mr. Speaker.
Mr. Speaker, I give notice that on Thursday, June 1, 2006, I will move that Bill 4, An Act to Amend the Supplementary Retiring Allowances Act, be read for the first time. Thank you, Mr. Speaker.
Mr. Speaker, I give notice that on Thursday, June 1, 2006, I will move that Bill 5, An Act to Amend the Territorial Parks Act, be read for the first time. Thank you, Mr. Speaker.
Orders of the day for Wednesday, May 31, 2006, at 1:30 p.m.:
Prayer
Ministers' Statements
Members' Statements
Returns to Oral Questions
Recognition of Visitors in the Gallery
Oral Questions
Written Questions
Returns to Written Questions
Replies to Opening Address
Petitions
Reports of Standing and Special Committees
Reports of Committees on the Review of Bills
Tabling of Documents
Notices of Motion
Notices of Motion for First Reading of Bills
Motions
First Reading of Bills
Second Reading of Bills
Consideration in Committee of the Whole of Bills and Other Matters
Report of Committee of the Whole
Third Reading of Bills
Orders of the Day
Thank you, Mr. Clerk. Accordingly, this House stands adjourned until Wednesday, May 31, 2006, at 1:30 p.m.
---ADJOURNMENT
The House adjourned at 15:20 p.m.
