This past term, seven incredible language warriors completed their graduate Indigenous Language Revitalization credentials. Please join us in celebrating their dedication, vision, and academic achievement.

Congratulations Piinotóyi Saahkómaapi (Conroy Provost)! Under the guidance of Dr. Belinda Daniels (Supervisor) and Dr. Ewa Czaykowska-Higgins (Committee Member), Piinotóyi Saahkómaapi’s project, Aiitoohtsimit ‘Blackfoot Trails’, explores how technology can be used and embraced to help keep the culture and language alive in the Blackfoot context.

Congratulations Tipiziwin Tolman! Under the guidance of Drs. Sonya Bird and Jean-Paul Restoule as Co-Supervisors, Tipiziwin examined the process and significance of sharing her paternal great-grandparents' winter count "key" booklet with her community, employing wise practices rooted in a Lakota and Dakota worldview in her project titled, “Tópakdinážiŋwiŋ na Waŋbdíȟotena Tȟa-Waníyetu Wówapi: The Winter Count of Teresa and Eugene Yellow Lodge."

“Through this resource, I aim to (re)connect our community with the vital cultural narratives within my great-grandparents' winter count [a traditional record-keeping mechanism used by many Plains tribes, where pictographs represent significant annual events].”

Congratulations Sinensxw Jessica Starlund! Guided by Drs. Jean-Paul Restoule (Supervisor) and Belinda Daniels (Committee Member), Sinensxw’s project, “Gigi’ihl Algyax ehl Angooga’m: Seeking spoken language from our Ancestors,” explores the application of Total Physical Response (TPR) as a method for teaching Sim Algyax (Gitxsan language) within a school context that emphasizes both language revitalization and land-based learning.

Congratulations Sęhi:yo Charlene Hemlock! Under the guidance of Dr. Ewa Czaykowska-Higgins (Supervisor) and Dr. Jean-Paul Restoule (Committee Member), Sęhi:yo’s project, Jǫgwayo̲hǫ:gyeˀ ga̲hędagǫhshǫˀ We are all returning here and there to the gardens. A strategy of language and cultural renewal through the re-emergence of ancestral corn-Onęhęˀ, explores the intersection of oral traditions, cultural practices, language reclamation and agricultural traditions within Hodino̲hsǫ:ni: communities.

Congratulations Kahrhó:wane Cory Jay McComber! Under the guidance of his Supervisor, Ewa Czaykowska-Higgins, and Committee Member, Edōsdi - Dr. Judy Thompson, Kahrhó:wane’s project titled, “Nene aiohétston’ nahò:ten wakweientehtà:’on tsináh Onkwehonwehnéha shiwakahronkha’ónhátie’ nok shikherihonnién:ni. For what I’ve learned since I’ve been becoming a speaker and a teacher to be passed on," is a self-reflection of his lifelong learning of the Kanien’kehá:ka language Kanien’kéha.

Congratulations Rohahiyo Jordan Brant! Under the guidance of Dr. Sonya Bird (Supervisor) and Dr. Ewa Czaykowska-Higgins (Committee Member), Rohahiyo’s project titled, Shakotirihonnyén:ni Karihonnyenníhtshera: Creating a Teaching Manual For Kanyen’kéha Adult Immersion Programming, supports the seldom discussed demographic of adult immersion.

Congratulations WENWONELWET Katia Olsen on the successful completion of her Certificate in Indigenous Language Revitalization. 

Pictured above L to R - Pewi Alfred, Deanna Nicolson, Felicia Greekas, Yola Willie, Linda Jones, and Alana Jacobson

Wiga'xa̱n's 'wi'la yaḵ̓a̱nt̓ala sa̱n's yaḵ̓a̱ndas - Let us all speak our language

When a cohort is online, like the Kwak’wala program (Certificate in Indigenous Language proficiency in bak̕wa̱mk̓ala) it is not often that members of the cohort have time in person with their instructors, and with each other. This group was fortunate enough to all be visiting Uk’wa̱nalis (the village of Kingcome Inlet) for the Willie p̓a̱sa (potlatch) May 24, 2025, and decided they needed a photo!

The program, which IED runs as a partnership with Nawalakw Healing Society and Kwikwasut'inuxw Haxwa'mis First Nation, will bring students together in a more formal way in July when they plan to visit some of the territories of the ‘Namg̱is and Musgamagw Dzawada'enuxw.

Pictured above L to R - Pia Russell, Elder May Sam, and Chaa'winisaks learning to process wool for traditional Cowichan sweaters as part of PDPP Connections to Land, Culture and Community.

Developing New Teachers in Indigeous Education

We are thrilled to announce the successful completion of the final practicum for our inaugural cohort of the Bachelor of Education Indigenous Post-Degree Professional Program (I-PDPP). This milestone marks a significant step towards their certification as professional teachers. Already, six of our candidates are actively serving as Teachers-Teaching-On-Call (TTOCs) in school classrooms. We are confident that most of our candidates will be offered full-time positions early in their teaching careers.

In September 2025, we eagerly anticipate the arrival of our second I-PDPP cohort. This cohort will double in size, welcoming up to 20 new students. We are in the process of coordinating mentoring opportunities and Field Advisors to ensure comprehensive support throughout their journey.

In community, we are also proud to support Indigenous language revitalization efforts through our Bachelor of Education Indigenous Language Revitalization (BEdILR) program. The current BEdILR students will embark on their first teaching practicums during the upcoming 2025-2026 academic year, further contributing to the preservation and promotion of Indigenous languages.

Teaching and Learning Indigenous Perspectives Electives

Join us this summer for Teaching and Learning Indigenous Perspectives, a series of electives available to all students, including pre-service teachers pursuing the TQS Category 5 and 5+ qualification upgrade. In-service teachers hoping to enrich their knowledge and skills in Indigenous education are also welcome.

These courses aim to give participants an opportunity to learn from and about Indigenous knowledge, and to make valuable connections to local Indigenous communities to strengthen their understanding of Indigenous peoples and societies. Indigenous Education initiatives continue to be a high priority for School Districts across the province, especially with the requirement of the BCTC Standard 9 and these courses are designed to meet this important and distinct need. 

Courses offered in July 2025

IED 372 - Indigenous Epistemologies (online)

An exploration of Indigenous knowledge and practices of First Nations, Métis, and Inuit people. Discussion topics include: Indigenous worldviews, frameworks, methodologies, and protocols that validate Indigenous ways of being and living, and the appreciation of the mental, spiritual, physical and emotional aspects of Indigenous knowledge.

IED 473 - CENENITEL TW TOLNEW: Helping each other to learn

Introduction to an Indigenous world of learning and teaching through hands-on practical activities integrated with theoretical and academic goals. Experiences in the principles of traditional Indigenous ways of teaching and learning such as mentorship and apprenticeship. Respectful practice, community engagement and personal responsibility help learners develop insight into Indigenous pedagogy while working alongside community knowledge keepers, elders and artists.

IED 476 - Foundations of Decolonization (online)

A critical exploration of the relationship between settler and colonial identities in Canada. Students examine and engage settler colonial structures to identify ways to decolonize at individual and institutional levels.

Courses are offered subject to enrollment.

The Teacher Qualification Service (TQS) recommends that all applicants apply for program pre-approval through their website. Upon completion of 30 eligible credits (15 UVic units, typically 10 courses), individuals seeking a category upgrade from TQS will need to submit a formal application. The final decision rests with the TQS.

TLIP website

Pictured above L to R - Kahtehrón:ni Stacey and Onowa McIvor

What Makes Indigenous Language Learning Effective?

What makes an Indigenous language learning approach effective? The Kahnawà:ke Education Centre, with support from the President’s Research Chair and SSHRC Partnership Engagement Grant, explored this question by gathering insights from Kanien’kéha educators and language learners at Karonhianónhnha Tsi Ionteriwhaiénstahkhwa. Led by Kahtehrón:ni Stacey (Kahnawà:ke Education Centre) and Dr. Onowa McIvor, this project highlights exemplary pedagogies grounded in community knowledge and lived experience.

Through a series of educator video interviews and summary reports, the project showcases key strategies that support the growth and vitality of Indigenous languages in school and community settings.

Summary Reports:

• Immersion Teacher Coaching in Practice - Featuring the work of Kanerahtóntha, a Kanien’kéha Teacher Coach, this report highlights how language proficiency and teaching practice can be strengthened by coaching grounded in relationship-building, reflection, and affirmations.
• Pedagogies from Karonhianónhnha - Multiple educator interviews are summarized in this report to highlight innovative and culturally grounded teaching strategies—such as storytelling, land-based learning, and vocabulary-building—all of which support Kanien’kéha language learning in immersion classrooms.

Featured Videos:

• Atenatiióstha (Grade 4 immersion teacher) shares how she established “The Storytelling Circle” in her classroom, rooted in listening and respect.
• Kahsennókwas Jacobs (Grade 1 immersion teacher) discusses how circle time, storytelling, and classroom setup support Kanien’kéha use and language-based relationships.
• Kanerahtóntha Leith Mahkewa (Immersion Teacher Coach) reflects on the importance of relationship-building, self-reflection, and celebrating successes in language learning.
• Anonniá:’a (Grade 3 immersion teacher) shares how integrating technology enhances student engagement, family involvement, and language learning.
• Karahkwenhá:wi Cross (Grade 3 immersion teacher) explores how interactive games and vocabulary work build students’ reading skills and confidence.
• Iakotetshén:’en Jacobs (Immersion Resource Teacher) explains how building lexical knowledge supports fluency and how student-created content contributes to new Kanien’kéha resources.

All videos and reports can be accessed at: https://netolnew.ca/category/all-research-reporting/