KITIKMEOT
Millie Kuliktana, an educator and language advocate passionate about the revitalization of Inuinnaqtun, took the certificate course in aboriginal language revitalization in 2005-2006 in Victoria, the same course offered now by Nunavut Arctic College in Cambridge Bay.

"It was so vital for us to find another strategy to help us work toward the revitalization of our language, once we were able to understand the level of language loss in our communities," said Kuliktana. "The first thing we learned was that our language needed revitalization. The language has not been lost, but it needs revitalization amongst the younger generation."

Kuliktana says it's known that the parents of today speak English as a first language.

"So that was the challenge, on how to gradually bring Inuinnaqtun back as a day-to-day language and to make that an educational step."

The course was open to any age group, at any level of fluency in Inuinnaqtun

Cynthia Nivingalok, also of Kugluktuk, is in her early thirties. She was one of seven women of the Kitikmeot region who took the first of three modules of the course offered in Cambridge Bay Feb. 16 to March 7. She wants the language used commonly. "Because we, my generation, barely uses the language and I feel that we need to bring it back to keep it strong."

Nivingalok knows only some basics of Inuinnaqtun

"I would really like for the generation before mine, my generation and the future generations, to use our language a lot more. My younger sister is taking the interpreter/translator program and I would like to work with her to teach basic everyday words to people here," she said.

"Just knowing that our language is rarely being used by young people and adults, someone needs to try and start somewhere," said Nivingalok about what spurred her to take the course.

Her children were also a strong motivator.

"I have two boys and a daughter, I speak to them with the basic words but I still can't use full sentences. Our language is part of our identity and it is important not only for my kids but our people to keep our language strong."

Back when Kuliktana took the course, her classmates were Mohawk and Okanagan Indians, she says. They were equally concerned with the loss of language their people were facing. Suzie Evyagotailak, of Kugluktuk, was also a classmate.

"Suzie and I were the first two from Nunavut to be certified in language revitalization."

She has a clear view of progress over the past 10 years.

"Back then, Inuinnaqtun was heard only at public functions or if you were visiting one on one with elders, or in a gathering of elders," she said.

"There's so much hope, now. There's so much hope as people are trying. The younger generation and grandparents are attempting to use it more. It's been highlighted through the schools, as well, that the kids want to learn the language as part of their cultural identity."

Kuliktana has also seen an interest and renewed support from Inuit organizations and the Department of Education.

"They took what we had benefitted from and began to design programs to bring the course from Victoria north to Nunavut," she said.

Students are women, although Nivingalok notes there was a man enrolled in her course who couldn't make it in the end. The prevalence of women does not surprise Kuliktana.

"Women are often seen as the caregivers of the homes. Women are very much the ones taking in training, other than men taking on mine training. Men are more educating themselves in the trades sector, whereas women are more taking training, and it's so visible, in the social and educational sectors."

In the fall, a master/apprentice program is scheduled to begin in Kugluktuk. Kuliktana and two other Inuinnaqtun speakers will take the role of master.

"I myself am a master, but I too am an apprentice. My master also considers herself an apprentice because she is also mastering receiving learning from an elder older than her."

Kuliktana says it's important to keep building on the models provided by the course.

"Learning to speak the language, the oral language, is very key, besides learning to read it and write it. You have to be able to have a conversation in the Inuinnaqtun language if you're going to be able to work in the Inuinnaqtun language."

The new program at Nunavut Arctic College is but one of several efforts in the revitalization of Inuinnaqtun. The Piruvik Centre has offered beginners' Inuinnaqtun courses in Cambridge Bay, with another starting April 13. The Kitikmeot Inuit Association, in partnership with the centre, is currently offering language classes to youth around the region.

"People just need to care more about our language, not insult or judge when we try speak or understand it, and also to be motivated to teach us. I believe it can be done," said Nivingalok, who plans on taking the remaining two modules.

A good start to feeding the inspiration is to view Millie's Dream: Revitalizing Inuinnaqtun, an 18-minute film, available on YouTube. Kuliktana and her sister, Nunavut Commissioner Edna Elias, speak on the importance of Inuinnaqtun.

Three modules for a certificate

Module 1: Dynamics of Indigenous Language Shift Effective approaches to language revitalization begins with an understanding of the context of language shift and loss. This course provides an introduction to the human dynamics associated with indigenous language shift and language loss, including the profound psychological, intellectual, and spiritual effects on individuals, families, communities, and cultures.

Module 2: Issues, Principles and Practices in Language Revitalization Contemporary issues, principles, and practices in the revival, maintenance and revitalization of indigenous languages in Canada and around the world. Participants identify community assets supporting individual, family, and community language revitalization.

Module 3: Introductory Linguistics for Language Revitalization

A foundation in the study of language and linguistics is critical in understanding and undertaking successful language revitalization. This course focuses on the properties of languages, and provides background to linguistic concepts and reference materials.

Source: Nunavut Arctic College

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