PHOTO CAPTION: This photo was taken by journalist and student Navalik Helen Tologanak in one of Kyle’s classes. The course was taught in partnership with Nunavut Arctic College in Cambridge Bay, Nunavut.

---

By Portia Yip, Marketing Services

Kyle is Dene/nêhiyaw Métis from Northwest Territory Métis Nation. For over 12 years, he has worked in the fields of audiovisual, event production, and recording and documentation. At the same time, he has worked closely with his home community using contemporary audiovisual tools to support Indigenous language revitalization.

With Kyle’s unique set of skills, professional experience and pedagogical pursuits, he has been teaching courses with Continuing Studies at UVic for five years in the Certificate in Indigenous Language Revitalization (CILR) program. Kyle also teaches courses in the Indigenous Language Documentation micro-certificate program.

Some of the courses he teaches provide practical skills in recording and documentation while fostering an understanding of long-term data sovereignty and intellectual property rights. These areas are important in preserving Indigenous languages, ensuring future accessibility, and healing communities.

Language reconnection interest is growing

One of the key challenges in language revitalization is the generational gap. Many speakers who grew up with their Indigenous language, as a first language, are now past child-rearing age. Kyle describes this as a pivotal period.

"Reconnection to Indigenous languages also leads to major benefits for Indigenous students," he shares. "It impacts mental, physical, emotional and spiritual health."

According to census data between 2016 and 2021, the number of children across the country who could speak an Indigenous language grew from 11,715 to 28,755. This suggests a growing interest in reconnecting with Indigenous languages. The data also highlights the need for programs that offer professional, academic and practical tools for long-term intergenerational language learning.

Gaining professional skills beyond employability

The Indigenous Language Revitalization certificate program covers more than just career preparation. Kyle emphasizes that while some students may not pursue careers in language revitalization, they gain valuable, transferable skills that support their language revitalization commitments in their home communities.

"The program is largely a reconnective journey to their own Indigenous languages," he says. "Some learners may not work directly in language revitalization, but they will have the skills needed for it that can be broadly applied in language practice and elsewhere."

Some of the skills learners develop include critical thinking, language and presentation skills, and strategies for taking action in their communities. But for many learners, the reason to join the program is personal, relational, ancestral or intergenerational.

"Every single assignment is a memorable teaching moment because of how personal this work is to the students," Kyle describes. "It’s not just an academic interest—it’s a community responsibility."

In Kyle’s courses, projects range from creating interactive story maps to recording and documenting language for personal and community access.

A community-based approach to learning

One of the key strengths of the CILR program is its community-oriented delivery. While Kyle’s courses are taught in English, he mentions that in other community-based cohorts— with local instructors and where English is a second language for many of the students—the courses are often taught in the languages of the land.

"For example, if the program is delivered in Behchokǫ̀, Northwest Territories, instructors may teach in Tłı̨chǫ rather than English," Kyle explains. "That’s what I like about Continuing Studies at UVic—it fosters education in the community rather than requiring learners to come to the institution."

For the community-based cohorts, the courses are customized to meet community needs and priorities. A strong sense of community is vital for Indigenous student success. A report by Indspire (PDF) reveals the importance of cultural and personal support, noting that family and community encouragement leads to a significant and positive impact towards a student’s educational goals.

For Kyle, he hopes the program helps learners feel more connected to their ancestry, home, language and lands. "I want to pull them towards reconnecting with their language so they can return to their communities and stay in their language as much as possible."

Last fall semester, Kyle taught nine courses across five post-secondary institutions, giving him many insights into students’ experiences. He has observed how older learners, in their 60s to 80s, often push younger learners to grow alongside them. Another unique aspect of the program is that applicants are not necessarily assessed based on grades alone.

"Even students who haven’t done well in high school are applying to this program and thriving," Kyle says. "Because the content and nature of this program is more relevant to them than let’s say Shakespeare, or other academic topics."

Key takeaways and resources for Indigenous language revitalization

For those interested in learning more, Kyle highlights five key points about Indigenous language revitalization:

1. The work needs to be done now
2. The work must be done with relational accountability to communities
3. Ceremony and spirit must be the foundation of the work
4. Language revitalization requires a passionate, engaged community
5. The effort is a collective responsibility

He also recommends learners to seek out frequent language visits and gatherings, mentorship programs, language nests, and folks who are interested in learning their language. "Speak with Elders and knowledge holders, try every avenue you can, and see what other opportunities are available to support your own learning."

For those starting their language learning journey, there are helpful resources such as Language for Life: Nourishing Indigenous Languages in the Home (PDF) and 10 Points For Successful Language Learning (PDF) by the First Peoples’ Cultural Council.

As a final piece of advice, Kyle encourages learners to get involved, be consistent, communicate, and connect with their culture and language.

---

About the instructor

Kyle Napier is Dene/nêhiyaw Métis from Northwest Territory Métis Nation. He is the co-chair of Native Land Digital, a sessional instructor at the University of Victoria, NorQuest College, Mount Royal University, and the University of Alberta, and an occasional guest instructor with Dechinta Centre for Research and Learning. He also develops language resources, conducts research, provides consultation and collaboratively designs media. He is a doctoral student at the University of Alberta in Educational Policy Studies—Indigenous Peoples Education. He remains passionate about Indigenous language reclamation, and is a learner of the Indigenous languages of his ancestry—which include both Dene Dedlıne Yatı and sakâw-nêhiyawêwin.

• Posted March 21, 2025