Emotional

By bringing people together in healthy ways which affirm their Indigenous identities, we bring an emotional element into learning.   In the article “Imagining University/Community Collaboration as Third Spaces to Support Indigenous Language Revitalization” (2019), the authors "propose strategies for universities and local communities to work together to support language revitalization through “co-programming, community-based courses in functional immersive settings guided by Elders, and an online site for additional supports” (Desmoulins et al. 2019, 45)."  (AFN, 2022, 12)   Many others have discussed the importance of Indigenous language learning being embedded in community.  Report respondents recorded wanting "instruction and curriculum design to consider how to build in ways that families can learn the language together. " (BC & FNESC, 2016, 30) The SPROUT program discussed below illustrates one exemplar of how public school programs can incorporate community members including parents, and Elders. (Deer et al, 2023)   This type of re-imagining of public institutions could provide a model for public schools to emulate that could help promote healing in communities.

Another important consideration in Indigenous language teaching is making it joyful and fun.  "It was also important that language learning was fun for students, and this was achieved through field trips, school concerts, and developing songs and games as primary activities used in the classroom. " (BC, ,2016, p28) They recommend using the Total Physical Response strategy (Richards & Rogers, 2010) as a way to bring joy and fun into language learning.  

This connects with the example of the summer film camps described by Hermes et al (2012) as an informal, playful process which became opportunities to create reciprocal living relationships and real conversations involving Elders and those learning the language.  These became semi scripted films they incorporated into software as a resource for future language learners to experience language in more home-like, real world contexts.  So the process of learning and inter-relating with the language, also became curriculum for future learners.

Learning through connection with community and the land are best practices for learning Indigenous languages(Desmoulins et al, 2019, 54), which also work to reconnect the head and the heart.  In this context, it is important to "make available the rich stories of the language, people and land where the language is situated."  (BC & FNESC, 2016, p28)  

As Kenthan Thomas, a member of the Secwepemc Nation who is an aboriginal education teacher in the public system, relates in the video above (NCCIE, 2019), the stories come from the land and knowledge keepers hold these.  The land teaches us and will re-teach the stories that might have been forgotten.  Thomas relates that traditionally Indigenous languages are taught and learned through storytelling. "It is important...[to] incorporate origin stories to support students in walking an Indigenous life."  (BC & FNESC, 2016, p29)

Rich traditional stories imbued with Indigenous wisdom shared by Indigenous Elders and knowledge keepers are essential for language learning and provide emotional nourishment. While culture based education is vital, public schools need to be cautious of falling into the easy habits of "dichotomized thinking and structural racism (Hermes et al, 2012, p382) which often shows up as cultural education with out language education, language education which doesn't transfer to home environments where it would be most used, or the overuse of trite phrases like "living in two worlds".   As Hermes et al. explain “For Indigenous communities and scholars, the long-standing problem of superficial incorporation of culture into curriculum is a critical and reoccurring pattern and central challenge to overcome” (p382)  

Including Indigenous Elders and knowledge keepers as leaders in program development & implementation, and sharing authentic cultural teachings and language learning are essential foundations in developing more authentic, effective and emotionally rich language programs in public schools.  

Pride & Confidence

K'tunaxa language warrior & apprentice (CBC, 2022), Aiyanna Twigg,  who has been promoting K'tunaxa language and culture through her Instagram page, K'tunaxa Pride (2023) (see above) is an inspiring example of youth leadership and Indigenous pride.  Through her bachelor's degree in endangered languages and anthropology she helped develop K'tunaxa language resources (contributing to a dictionary project and First Voices K’tunaxa Language App and website), and she is now working on her Master's in K'tunaxa language revitalization through UBC.  Her work was recognized through the BC Lieutenant Governor medal this year. (UBC, 2022).  She is an example of both formal and informal educational partnerships, exemplifying the "imagining" of settler institutions as "third spaces" (Desmoulins et al, 2019), having been mentored in language learning by her Grandmother and other community Elders, as well as through formal education in linguistics and anthropology.  She recently attended the UNESCO launch in Paris of the International Decade of Indigenous Languages(CBC, 2022) representing our region.

As Twigg's example illustrates, "It is important for learners to know their history and their language in order to instill pride, confidence and self-worth in their identities as First Nations, and this knowledge can be built into the curriculum. " (BC, 2016, 29)  Indigenous language learning builds confidence, pride and a deep sense of belonging. 

We are reminded of Kipp's strong assertion to “Keep in mind that the language is the key. There is nothing else. There is no other priority. There are no other issues.”  (Kipp, 2011, p1) and  “use your language as your curriculum— botany, geography, political science, philosophy, history are all embedded in the language.” (Kipp, 2011, p1)  In terms of developing pride, confidence and self esteem, "language is the key" (Kipp, 2011).   This is backed up by the BC Aboriginal Languages IRP Review Report which notes “...Aboriginal languages can enhance and support children’s self-identity and self-esteem as an Aboriginal individual if the language receives the same credibility as other subjects within the school curriculum (Agbo, 2004, p. 17) (BC & FNESC, 2016, p14)