Ixchel Bennett – York University
The Experiences of Indigenous Students in the Waaban Teacher Education Program
Ixchel will share experiences from an Indigenous teacher education program – Waaban Indigenous Teacher Education Program. Her talk will focus on the success of the program, as a particular instance of Indigenous education that works very well. She shares experiences from graduates of this program, with a particular focus on what they identify as key elements that contributed to their success. Students in this program did not have an Indigenous language being taught. But the languages were incorporated through participants and instructors conducting personal learning on using various Indigenous Languages. The program has a need for Indigenous language instructors.
Simon Bird – University of Victoria
Woods Cree Words as a System of Governance: Kinship Terms of a Traditional Family System
Simon’s doctoral research focus is to highlight and combine traditional governance systems and the Cree language. He will discuss how people in traditional family camps addressed one another using kinship terms and how these words served as a road map of member conduct in traditional social settings. He will explore how social protocols that were common knowledge have since changed due to the loss of language and the physical change of a traditional family setting. He will explain why these family roles were highly regarded and explain how these traditional terms/words can be reclaimed as reminders of social protocols.
Cheyenne Cunningham – University of British Columbia
Contributions of land-based knowledge and education to Indigenous language revitalization
Cheyenne’s research interests focus on the exploration of Katzie place names and stories in relation to the topographical features of landscapes within traditional territories. More specifically, her research examines how land-based knowledge and education contributes to Indigenous language revitalization and Indigenous education.
Andrea Custer – University of Victoria
How does Cree literacy contribute to oral proficiency in K – 12?
Andrea will share her future research examining how Cree literacy in the K – 12 Education system can contribute to oral proficiency in students. She will discuss teaching Cree language in various educational settings from elementary, junior to high school in Saskatchewan and Alberta, and her work as a Cree Language resource developer and Program Coordinator for the Indigenous Languages program at First Nations University of Canada where she teaches introductory and intermediate level Cree courses.
Velvalee George – University of Alberta
How do elementary Indigenous Language Teachers nourish and sustain growth and foster competencies for sustained learning?
Velvalee’s talk examines Indigenous language teachers in K-9 schools. This research project considers three aspects of Indigenous language learning in classrooms. First, how do Indigenous language teachers conceptualize language growth in schools, and what implications accrue for ongoing language learning? How do students demonstrate that they are learning the Indigenous language? And finally, what shape and role does feedback play? There are significant gaps in the empirical research exploring the roles and practices of teachers in nourishing and sustaining Indigenous language learning. This research can inform pedagogy and planning for future Indigenous language development in schools.
Bobby (Stanley) Henry – Brock University
Cayuga language revitalization
With an increase of Cayuga language learners and speakers in Six Nations of the Grand River Territory, how are K-12 schools in close proximity to our community meeting our growing needs? Through an examination into personal narratives of secondary school experiences, this doctoral study with community members searchers for answers on what’s working in schools and where might energy be needed. With more and more Cayuga language learners entering secondary schools off-reserve, consistent language support is pertinent to maximize the community’s pre-existing efforts to revitalize a critically endangered language.
Denise Kennedy – University of Regina
Family-based approaches to Anishinaabemowin language revitalization
Denise views language research as a vehicle for rejuvenating the spoken language in her community. For her MEd research, Denise designed and implemented a family-based language nest with her children and her mother. For her PhD studies, she intends to continue her focus on family-based approaches to language revitalization, specifically the practice of reclaiming language domains in the home.
Ian McCallum – University of Toronto
Connections between the Munsee language and the “Asiiskusiipuw” (Thames River)
This talk looks at the importance of the Thames River to the Munsee people. In the summer of 2021, Munsee-Delaware community members and academics paddled the Thames River, from downtown London to Munsee Delaware Nation. The purpose of the trip was to document the Munsee history, language and culture from the perspective from the Thames River. The trip provided an opportunity to explore the river in terms of the Munsee language. In addition to reviewing place names along the river, the natural world was documented to support language revitalization. This prompted contemporary and historic research to support the work.
Leah Meunier – University of British Columbia
Culture and language renewal through shared stories about Indigenous knowledge
Leah’s work focuses on language learning and teaching resources to support reclamation of Indigenous language and culture. Specifically, her research will identify and document Katzie traditional ecological knowledge (KTEK) with the goal of creating stories that reflect the seasonal round, to create accessible resources for future generations. Given the urgent need to revitalize Indigenous languages, it is important to understand how KTEK stories can be used to assist with the transmission of culture and language teachings.
Janna Personius – Brandon University
Language Revitalization – A Foundational Component to Indigenous Student Success
Janna’s graduate research explores Indigenous language revitalization, student engagement, and academic success in an Indigenous school. Many students do not feel that the provincial curriculum is relevant to their lives. Oftentimes what is taught is contradictory to Indigenous knowledge. Language was and is a reflection of Indigenous identity and lifestyle. With the loss of language, the loss of identity followed. Revitalization of Cree language is essential in Janna’s community. Drawing on Indigenous epistemologies and ontologies, she is interested in examining reconceptualization of curriculum to better support Indigenous students.
Tammy Ratt – University of Regina
Arts-based approaches to Indigenous language revitalization: A study of nêhiyaw youth and their relationship with land, language, culture – wâhkôtowin
Tammy’s talk addresses using traditional art as a method to revitalize Indigenous languages. Specifically, her doctoral research examines the perceived benefits of learning nêhiyawêwin through the creation of beaded mitts. Given the state of language vitality, there is a need to develop and better understand effective approaches to Indigenous language revitalization (McIvor, 2020). Tammy’s research contributes to ongoing conversations on culturally-appropriate teaching methods that will create speakers of the language in everyday settings.
Charlotte Ross – University of Victoria
Adult silent speakers in Saskatchewan: A Cree perspective
Charlotte’s talk examines how Cree language revitalization can be informed by understanding adult Cree silent speakers’ experiences of language loss and recovery. Silent speakers are adults raised hearing and understanding the Cree language who are not active speakers. Charlotte’s research objectives are to: a) create awareness of the experiences of spoken language loss; b) learn about silent speakers’ barriers to regaining spoken language abilities; c) document ways that learners have overcome language barriers and d) explore exemplary pedagogical methods to reawaken the spoken Cree language.
Tresley Tourond-Bouvier – University of Regina
An autoethnographic study of the reclamation of the Michif language
Tresley’s talk shares details of her research on Michif Language Revitalization. Michif is one of the most endangered Indigenous languages in Canada. Tresley’s maternal grandmother was a fluent speaker of Michif, French and English. Tresley is a learner of Michif and Cree. Tresley will be designing and conducting a study of her learning journey to becoming an intermediate Michif speaker by incorporating learning inside her home with her husband and three children, as well as in the community with other language learners. Through her research and learning, Tresley’s hope is to reclaim the Michif language for her family and community.