Studies have shown that language is linked to mental health and well-being. Between the world’s mental health crisis and global efforts to revitalize Indigenous languages, it is more important than ever to work collaboratively to preserve the teachings of Indigenous cultures and worldviews.
By Rosie Benning, Director of Education and Training, Collège Nordique
Collège Nordique, a francophone post-secondary institution in Yellowknife, Northwest Territories (NWT), is committed to this cause, collaborating with Indigenous Elders and local organizations, as well as Indigenous, territorial, and federal governments to make learning Indigenous languages and cultures accessible, engaging, and relevant for all community members.
Since 2016, Collège Nordique has offered courses to teach Tłı̨chǫ Yatıı̀, one of the nine official Indigenous languages of the NWT. The initiative began after a small group of community members expressed interest in learning the language, particularly because they worked with fluent Tłı̨chǫ speakers. Over the years, through the collective efforts of our dedicated team, the Tłı̨chǫ Government, and other collaborators such as the Yellowknife Education District No. 1 and Bushkids, enrollment in Tłı̨chǫ Yatıı̀ classes has grown significantly. From 19 student registrations in the 2015-2016 academic year, enrollment increased to over 250 in the 2023-2024 year. In the span of eight years, over 500 adult learners have taken our classes to gain the confidence to speak, listen, read, and write in Tłı̨chǫ to community members, family, Elders, and colleagues.
This success can be attributed to a collaborative approach that blends traditional and Western knowledge. Tłı̨chǫ Yatıı̀ instructors Georgina Franki and Camilia Zoe Chocolate, both fluent in the language and raised on the land, have provided important cultural knowledge to learners studying in person and online. As the Director of Education and Training at Collège Nordique, the program has also benefitted from my background in language pedagogy and my experience in teaching French as an additional language. Together, we have developed and delivered the curriculum in consultation with Elders and knowledge holders. From a training, mentorship, and professional development perspective, we have learned so much from each other. While Georgina and Camilia have taught me how to use storytelling and immersion techniques to teach language and culture, I have shared with them second language acquisition strategies like Total Physical Response, visual aids, and scaffolded games to help students develop their language skills. Students often share their appreciation for how we weave different teaching methods to provide a holistic learning experience.
Jacynthia Rabesca, Manager of Language Revitalization at the Tłı̨chǫ Government, emphasizes the importance of collaboration. “Our greatest resources are our people.
We learn from each other, bringing together different teachings and skills acquired through life experiences, education, and the wisdom of our Elders. It's amazing what we can do when we bring everyone together.”
The Tłı̨chǫ Yatıı̀ Immersion Camps, organized by the Tłı̨chǫ Government and Collège Nordique, funded in part by the Government of Canada, are an excellent example of how working together can promote local capacity and resilience. These camps aim to increase accessibility for remote communities where internet access may be unreliable. Offering immersion classes in the communities of Behchokǫ̀, Whatı̀, Gametì, and Wekweetì has been transformative. As Georgina shared, it was uplifting to witness grandparents and grandchildren learning together, sharing joy and laughter. One participant expressed, “We love this! We are going to continue doing this even after the camp is over. It’s so much fun!”
Dylan Nitsiza, a camp participant from December 2024, echoed these sentiments, describing the classes as “heartwarming.” He shared how hearing and reading the language revitalized him, noting how his grandparents and relatives responded with joy when they heard the younger generation speaking and reading Tłı̨chǫ. Nitsiza, who is learning the language as an adult after losing it, views this process as part of his healing journey, especially in recovering from addictions. He hopes to inspire youth by showing that “no matter what age you are or where you are in life, you can make an effort to revitalize your language.”
Looking forward, Indigenous knowledge and culture will continue to shape our post-secondary and continuing education programs. Thanks to our strong relationships with language advocates at the Government of the NWT, we have also recently met with other Indigenous governments of the NWT to explore potential future collaborations. Impressed by the quality of our language learning resource, Tłı̨chǫ Yatıı̀ eyıts’ǫ Dǫ Nàowò, the language leaders wish to work with Collège Nordique to improve their own language revitalization efforts. We are excited for the opportunity to share our model with others to build capacity and ensure the vitality of Indigenous languages in the North.
Photo: Collège Nordique
References
Benning, R. & Franki, G. (2022). Tłı̨chǫ Yatıı̀ eyıts’ǫ Dǫ Nàowo. TC Media Books Inc.
Whalen, D.H., Lewis, M.E., Gillson, S., McBeath, B., Alexander, B., & Nyhan, K. (2022). Health effects of Indigenous language use and revitalization: a realist review. International Journal for Equity in Health, 21(169). https://doi.org/10.1186/s12939-022-01782-6
