Partner Projects

The W̱SÁNEĆ School Board just wrapped up a three-part research project focused on supporting our immersion teachers to improve their language proficiency in SENĆOŦEN. First, we translated the NEȾOLṈEW̱ language assessment tool into SENĆOŦEN and tested it with novice teachers. We also studied how to use the Root Word Method for teaching the SENĆOŦEN language and are developing a root word tool and dictionary (that stemmed from this project). With the SENĆOŦEN Proficiency Learning Community, we aim to increase opportunities for language learning and language use among the immersion teachers. We started with a small group during a pilot year, but this year all teachers will participate in regular gatherings to work together towards meeting their language goals from first year support teachers to our higher proficiency immersion teachers.

Moving the Knowledge into the Field:


    • (Strengthening the language of our teachers): Ensuring the continued language growth of our L2


    • teachers.”


    • Presentation at 6


    • International Conference on Language Documentation and Conservation (ICLDC), March 3, 2019, Honolulu, HI.


    • URI:

SX̱IÁM ȽTE I QELOM, QEMSET TŦE SENĆOŦENs E TŦE W̱UĆISTENEḴ ȽTE: Our Language Reclamation Story and Ensuring the continued language growth of our L2 SENĆOŦEN teachers.”
Presentation at HELISET TŦE SḰÁL Let the Languages Live Conference, June 25, 2019, Victoria, BC.

In our research at Tsi Tyónnheht Onkwawén:na we use recordings of first language speakers of Kanyenʼkéha and convert them into learning resources for adult language learners. Because we no longer have any first language speakers of Kanyenʼkéha in our own community, our research team travelled to neighbouring communities. There, we met with small groups of first language speakers (see photos below), eliciting and recording different kinds of language, such as congratulating, questioning, consoling, etc. So far, we have created 14 language learning units, each including an audio file, a video with subtitles in both Kanyenʼkéha and English, and a curriculum template. The next step is to get feedback from the first language speakers on our work to date, before sending the resources out for testing with the wider community.

Moving the Knowledge into the Field:

    • “First Language Speaker Recordings”


    • Vlog Series #02


    • URI:

Our goal at the Kahnawà:ke Education Centre is to support teachers to increase their professional capacities while simultaneously providing opportunities to continue growing as language speakers. During our 3-year research project, we will create and evaluate a professional development plan for elementary Kanien’kéha immersion teachers who are second language speakers. The plan includes providing ongoing support opportunities for teachers to improve both their language skills and teaching abilities, in the form of mentorship and professional development activities. We will also develop an assessment tool based on Kanien’kéha ways of knowing.

Moving the Knowledge into the Field:

      • “Strategizing a 5-Year Plan Towards Language Revitalization — Reflecting on 1 Year of Implementation.”


      • Presentation at


      • Let the Languages Live Conference, June 25, 2019, Victoria, BC.


      • URI:

**update forthcoming**

**update forthcoming**

The Dehcho First Nations recently started a NWT Pilot Mentor-Apprentice Program (MAP) with participants from the Dehcho region as well as from two other NWT regions, Tłı̨cho and Gwıch’ın. Wıth this pilot project, we are exploring ways to assess the progress and outcomes for MAP participants. We are considering translating the NEȾOLṈEW̱ language assessment tool and using the tool at the beginning and end of the program with participants to test its efficacy. Together with David General, the newly appointed Dehcho First Nations Executive Director, the research team will begin implementing the DFN research plan “Assessment for Dene Zhatie Proficiency Building” this fall.

First Peoples’ Cultural Council has been offering the Mentor-Apprentice Program (MAP) since 2008. In the first ten years of the program, 155 apprentices participated. The majority of apprentices fully complete the program, with 57% of apprentices completing 100% of hours that are part of the program.

Our research project will be focused on understanding the reasons why some apprentices do not complete their hours and what can be done to increase active participation. We will interview past participants and ask them to share what challenges they faced and what supports would have benefited them. The findings from this research will inform changes to our MAP programs and program supports moving forward.

In our region, Kenjgewin Teg is a hub for Indigenous language revitalization in Anishinabemowin, as we offer a variety of language activities (e.g., language classes for students in higher education, advisory services for immersion programs within local communities, summer language camps for elementary students, and teacher education). We are currently undertaking research focused on a language fluency assessment tool created for and with our Anishinabek people on Manitoulin Island. The tool is now being piloted and anticipation to use the tool is growing among fellow Indigenous nations.
Kenjgewin Teg began developing this Anishinabemowin assessment tool after conducting in-depth research into Indigenous and heritage language assessment tools and not finding a suitable tool for our Indigenous language needs and priorities. The next phase of our work will be to validate the tool and have it ready for implementation and widespread availability.