K̓anasumaǧa Dana Roberts graduated with a Masters in Indigenous Lanaguage Revitalization.

Title of oral presentation - ʔəx̌ex̌sdənox̌ qənox̌ w̓ila Lik̓ʷala lax̌ənox̌ gigukʷa. We want to be able to speak our language in our houses. Bringing Lik̓ʷala into our home.

“In the last two years, I have learned that language revitalization is not only about teaching words — it is about restoring identity, relationships, belonging, and our ways of being. Moving forward, my goal is to continue creating safe and meaningful spaces where Lik̓ʷala can live in our homes, our communities, and within future generations.” - K̓anasumaǧa

Jennie Vandermeer graduated with a Masters in Indigenous Lanaguage Revitalization.

Title of oral presentation - Ayǫné ası̨́ı́ etłet’ádenı̨tǫ (everything is interconnected): Teachings of Ɂehtsǝ́o Erǝ́yah Carried Through My Family

"Indigenous languages are the foundation of knowledge and worldview. The recordings our families hold are waiting to be translated so the wisdom our Elders carried can guide our decisions for today and tomorrow." 

Kiminaq Madelyn Aġviaq graduated with a Masters in Indigenous Lanaguage Revitalization

Title of oral presentation - Inupiuraaqtuat Ilisazaġviŋmi: Inupiaq Speakers in School. Inupiaq Immersion Phrase Book for Ilisaurit ‘Teachers’

"This MILR project has been therapeutic to say the least, allowing me to see a bigger picture of my own Inupiaq Education experience. It’s given me the tools I need to succeed and a lens to see a future I could only sense before but now I can see more clearly how to get there."

XLAXELWET Kiona Bob graduated with a Masters in Indigenous Lanaguage Revitalization.

Title of oral presentation - WYÁLḴEN EṮ W̱SÁNEĆ

"I plan to continue my language work in community and have dreams of pursuing a Ph.D. in the near future." 

Miali-Elise Irralik Coley-Sudlovenick graduated with a Masters in Indigenous Lanaguage Revitalization. (Photo by Jason Sudlovenick)

Title of oral presentation - Kinaunira Qulliq Isumagillugu

"In the MILR program, I learned the importance of speaking up and sharing our concerns. Our Indigenous languages are profoundly valuable and the University should be adjusting to support our language needs. This was a good first step."

Adaahl Torah Zamora graduated with a Masters in Indigenous Lanaguage Revitalization.

Title of oral presentation - TPR-D: A Drama Method for Indigenous Language Revitalization

"The MILR program was the extra “oomph” I was looking for — I learned more language teaching tools, but most importantly, I learned from my fellow cohort what it really takes to ensure our languages to thrive. The trust, love, power-house energy, and respect they nurtured in the room of each class is what I will remember most and carry home into the work I’ll do to uplift the next generation." 

Medweanakwedokwe (Velma Noah-Nicolas) graduated with a Masters in Indigenous Lanaguage Revitalization.

Title of oral presentation - Breathing Life into Lunaapeew Language Through Echoes of the Past Using Archival Recordings

Aiyana Kⱡawat̓inak Paⱡki· Sa’tahtaki Twigg graduated with a Masters in Indigenous Lanaguage Revitalization.

Title of oral presentation - Ka·kⱡukaqwaⱡa qakikaxuʔmik nas ʔamaks (Our language was born from the land): A Land-Based Ktunaxa Pronunciation Guide

"I entered the MILR program thinking I was learning how to teach language. I leave knowing I already carry the knowledge through my Ktunaxa ways of knowing, and that when I speak my language, I carry the voices of my ancestors, the land, and all living things."

ḥakaƛ, Christina John graduated with a Masters in Indigenous Lanaguage Revitalization.

Title of oral presentation - ʕumtnaakšiƛ: To have a traditional name.

"A fundamental belief in our culture is that we never stop learning. I would like to acknowledge my mom and all of the fluent speaking Elders for passing on traditional knowledge and language to me. I plan to continue learning and helping to teach my language to my children, community, and friends. My nan always says, “What is the point of knowing something if we don’t share it!”

Hồng Rosie Benning graduated with a Masters in Indigenous Lanaguage Revitalization.

Title of oral presentation - Hazǫǫ̀ Tłı̨chǫ Yatıı̀ Hoghàdets’etǫ: A Community-Based Approach to Learning Tłı̨chǫ Yatıı̀ Online

"The MILR program strengthened my understanding of language revitalization, community, and my own role within this work. Learning from Indigenous and Indigenist researchers, Elders, classmates, and community partners helped deepen the roots of the relationships and collaborative work that have shaped my journey. From those roots, new possibilities continue to grow: Tłı̨chǫ yatıı̀ on-the-land camps, future post-secondary language programs, and broader initiatives supporting Indigenous languages of the North. I leave this program with deep gratitude, humility, and hope for the work ahead. Sedzeè t'à ması̀ dehwhǫ."

Ato'olg̱asxw James Nyce graduated with a Masters in Indigenous Language Revitalization.

Title of oral presentation - Hlaa Dim Mas’us’m Ahl Luu'majam Hlit'

"I loved my time in the MILR program. I learned so much from my professors but also from all of the brilliant people in my cohort. I loved learning alongside like-minded people, who understand the struggle our communities are facing and the importance language and culture plays in the overall wellbeing of our Nations. My next steps will be to keep teaching Gitxsanimx̱, continue working with my Nan to grow my fluency through the Mentor-Apprentice Program, and implementing my Gitxsanimx̱ basketball program."

Ts'òōtsākūwá kāk'ā Janelle Crane-Starlight graduated with a Masters in Indigenous Language Revitalization.

Title of oral presentation - Tsúūt’ínà Gūnáhà úwà Naahínànísha: Post-Secondary Program Proposal for Tsúūt’ínà Nation​​​​​​​

"Through my Master’s in Education in Indigenous Language Revitalization, I have learned that language is deeply tied to worldview, identity, and community well-being. I have gained the tools to approach revitalization in ways that are community-driven, culturally grounded, and sustainable. Moving forward, I plan to support the development of language programs, mentor future learners and teachers, and contribute to long-term strategies that ensure our languages continue to thrive for generations to come."

Tsúūt’ínà gūnáhà ágùyishòł (“I am learning Tsúūt’ínà language”)

Tsúūt’ínà gūsná (“Speak Tsúūt’ínà”)

Tsúūt’ínà gūnáhà ch’àdít’āʔí āt’ā (‘The Tsúūt’ínà language is holy/sacred”)

Donna Camsell graduated with a Masters in Indigenous Language Revitalization.

Title of oral presentation - Chekaghàehtǫǫ Dǫǫ̀ Gha: Purpose of a Unit and Lesson Plans

"These two years have been a huge eye opener for me. I always knew the work that I did was special but never knew how very important until I came for my masters. The amount of love and support we received from our professors made this journey possible and I’m truly grateful. Let’s continue to do our good work. Masi much!"

piyēsiw asiniy iskwīw Charlotte Ross graduated with a Ph.D. in Indigenous Language Revitalization.

Title of oral presentation - Adult Silent Speakers: A nīhithaw Perspective

"I have opened my eyes to the world of Indigenous language revitalization (ILR) through the incredible experience of being in an ILR doctoral cohort. Not only did I read about ILR programs, methods, and experiences, but I also witnessed them through the sharing of cohort members' experiences. I will continue to build our capacity at the community level in ILR with several projects I have been involved with while being a student. It has been a life-changing, transformational experience that I encourage others to consider. I am only 60 years old - if I can do it, so can you!"

Thanyenténhas Nathan Brinklow graduated with a Ph.D. in Indigenous Language Revitalization.

Title of oral presentation - Stitching Together: Relationships, Partnerships, and Kanyen'kéha Revitalization at Tyendinaga

"It may seem obvious, but through the program, I came to realize that while much has been done for our languages, there is still more to do, and that ILR 'practitioning' is so much bigger than what happens in the classroom."

Pictured above: Shaylin Warren, Stephen Krzyzanowski, LJ Weisberg, Kieren Erickson, Emily Bishop-Malapad, and Bonnie Reynolds.

Learning to Paddle

by Shaylin Warren and Kate Cruz

When instructors Carmen Rodríguez de France, Nikki Lineham, Kate Cruz and I (Shaylin Warren) gathered to brainstorm how we can incorporate more outdoors into learning for emerging teachers, the earth was still cold. It was November and it was the time to start thinking about taking the canoes up to rest for the Winter. The seas were getting rough and we hunkered down indoors to prepare for nicer weather. That was when we decided that the canoe would guide learning for IED’s PDPP students.

Aliki Marinakis expressed appreciation for lifting up the canoe as “the vessel of learning (metaphoric and physical)” and offered support. By the time the frogs were croaking in March, we were prepared to get on the water with thanks to many; including Pete Smolders from Outward Bound Canada, who outfitted the cohort with canoes, paddles, PFDs, warm layers, rain layers, safety equipment and qualified instructors.

Below are photos of the cohort on Thetis Lake. The first day we felt it rain heavily. We learned that even on mostly cold and wet days, the sun still comes out to offer warmth and dry out our gear. The next day, we paddled under a clear blue sky. A real treat.

Digital Story Map

1st photo: Day 1- Kailye Haddad and other cohort members feel the rain. 2nd photo: Day 1 - Rose Duncan watches in front of the canoe as Emerald Maze and Kealey Scott rescue fishing gear for Spring Breakers, before landing for the day.

1st photo: Day 2 - Bonnie Reynolds, Shaylin Warren and LJ Weisberg paddle up to meet Kate Cruz (photographer) and her children on-foot. 2nd photo: Day 2 - Kieren Erickson and Stephen Krzyzanowski discuss where to go next with instructor Emily Bishop-Malapad and other cohort members.

Pictured above: L - R, back row: STOLȻEȽ, Brock Flowers, ȻOSINIYE, HOWELȻ,ȻELOȽ, Dr Marion Caldecott (Chaperone), Dr Alice Meyers (Instructor), ŦIWONEMOT Mavis Underwood, YÁYELMEW̱, Sarah Jim, and Darian Claxton; L - R, front row: Sieey'laat, ŦIWONEMOT, TOLISIYE, and Angelina.

Learning on the Land: Our First W̱SÁNEĆ Journey

at ȾEL¸IȽĆ Ancestral Village

For our opening class of IED 299 W̱SÁNEĆ & Neighbours: Cultural Materials, the W̱,SENĆOŦEN,IST cohort from W̱SÁNEĆ College met on the land. We were invited by ŦIWONEMOT Mavis Underwood (SȾÁUTW̱) to visit ȾEL¸IȽĆ ancestral village site at Cordova Bay, near the ongoing sea garden restoration site.

Big thanks to each of the students for coming out to this special day, chaperone Marion Caldecott, and ŦIWONEMOT Mavis Underwood for her introduction to the site!

Ancestral Village Site