Report from the Symposium on Indigenous Languages: Building on Strengths and Successes (January 25-29, 2021)

The symposium report is also available in Inuktitut

On this page

• Acknowledgements
• Executive summary
• General information
• Day 1, January 25, 2021: Welcome and general context
• Day 2, January 26, 2021: Best practices
• Day 3, January 27, 2021: Indigenous languages funding model
• Day 4, January 28, 2021: Office of the Commissioner of Indigenous Languages
• Day 5, January 29, 2021: International Decade of Indigenous Languages, 2022-2032
• Annex – Symposium agenda

Acknowledgements

The Department of Canadian Heritage would like to acknowledge the efforts of the Assembly of First Nations, Inuit Tapiriit Kanatami and the Métis National Council and their contribution to the success of the January 25-29, 2021 Symposium on Indigenous Languages: Building on Strengths and Successes.

Thank you to all the participants, with a special emphasis on those who played specific and active roles during the five days, either as keynote speakers, panelists or moderators. Thank you to the Hunter-Courchene Group for successfully carrying out the complex logistics associated with the event. Finally, thank you to all the employees of the Department of Canadian Heritage who provided support to the organization of the Symposium.

Executive summary

The Indigenous Languages Symposium: Building on Strengths and Successes was held virtually on January 25-29, 2021 and streamed from the traditional unceded territory of the Algonquin Anishinaabeg People.

The Symposium was organized by the Department of Canadian Heritage (PCH), working with the Assembly of First Nations (AFN), Inuit Tapiriit Kanatami (ITK) and the Métis National Council (MNC). Originally planned as an in-person event in early 2020, the COVID-19 pandemic public health directives resulted in a revised timeline and a move towards a virtual event.

Following the fall 2020 consultations on the implementation of the Indigenous Languages Act, the January 2021 Symposium provided a forum for First Nations, Inuit, Métis Nation, federal, provincial and territorial representatives, along with language champions, experts, and academics to share best practices and experiences. It also provided an opportunity for participants to reflect on the results of the consultations on the implementation of the Indigenous Languages Act and collectively discuss specific elements more in depth.

Each of the five days included a traditional opening, keynote addresses, plenaries and breakout sessions. The first day was shorter and consisted of a welcome and general context. The remaining four days each focused on one main theme: Best Practices, the Indigenous languages Funding Model, the Office of the Commissioner of Indigenous Languages (OCIL) and finally, the 2022-2032 International Decade of Indigenous Languages.

The Symposium brought together keynote speakers and panelists including experts and practitioners in the field of Indigenous language revitalization, both in Canada and abroad. The Symposium served the important purpose of sharing knowledge to further inform the path forward in the implementation of the Indigenous Languages Act.

Overall, the Symposium highlighted the value of bringing people together to exchange experiences and perspectives, at the same time strengthening or creating networks among experts and policymakers in the field of Indigenous language revitalization.

This report summarizes what was heard during the Symposium. It aims to accurately reflect the nature and specific elements of the presentations and the discussions held during the various panels and breakout sessions. It should not be deemed to be exhaustive nor to include all items that were raised over the course of the five-day exchanges.

General information

Participation in the distinction-based break-out sessions held on January 27, 2021 on the Indigenous Languages Funding Model gives a representative portrait of Symposium attendance by distinction:

• 72 people participated in the three (3) First Nations break-out groups;
• 29 people participated in the Inuit break-out group; and,
• 33 people participated in the Métis Nation break-out group.

Other break-out sessions took place on Day 2 (Best Practices) and Day 4 (Office of the Commissioner of Indigenous languages). The participants’ attendance breakdown below provides an indication of interest among the various topics discussed during these sessions:

The Symposium began on Monday January 25, 2021 with a welcome and land acknowledgement from Elder Rose Wawatie, Kitigan Zibi Anishinabeg. Each day of the Symposium began in a good way, with opening prayers provided by First Nations, Inuit and Métis Nation Elders and Knowledge Keepers, notably Mike Mitchell, AFN Resident Elder-Knowledge Keeper and Roberta Oshkabewisens; David Serkoak, Inuk Elder; Verna DeMontigny, Annette Maurice, Harriet St.Pierre and Jimmy Durocher, Métis Nation Elders. The Symposium closed on Friday January 29, 2021 with prayers from the Elders and Knowledge Keepers, including Elder Rose Wawatie.

Graphic recorders Michelle Buchholz and Nigit’stil Norbert from Drawing Change (https://drawingchange.com) listened closely, synthesized and drew the dialogue which took place during the Symposium on Indigenous Languages. It is said that “graphic recording helps participants see patterns, immerse themselves in ideas, and integrate the collective wisdom of a group”. Their graphic recordings will be presented throughout the report under each day of the Symposium, to complement the key takeaways presented as text.

Day 1, January 25, 2021: Welcome and general context

The opening day of the Symposium began with a traditional opening, followed by opening remarks from the Honourable Steven Guilbeault, Minister of Canadian Heritage; National Chief Perry Bellegarde, Assembly of First Nations; President Natan Obed, Inuit Tapiriit Kanatami; and President Clément Chartier, Métis National Council. The Minister and the three National Leaders articulated their respective perspectives and aspirations on Indigenous languages, notably the efforts, cooperation and respect required from all to make progress on such a critical element, linked with self-determination, culture, values and identity. They underscored that Indigenous peoples must be at the forefront and are best placed to lead initiatives and efforts around Indigenous language reclamation, revitalization, maintenance and strengthening.

To close the day, Paul Pelletier, Director General of the Indigenous Languages Branch at the Department of Canadian Heritage provided context and background to all participants on the current status of the implementation of the Indigenous Languages Act.

Day 1 key takeaways

• Indigenous language is culture, values, identity, well-being;
• language is connected with ceremonies, the land, the water;
• there is no “one size fits all” approach recognizing the diversity of states, vitality, capacity and context;
• there is a need to work together, as preserving the languages is a responsibility all have to future generations;
• the expertise needed to revitalize and maintain Indigenous languages resides in the communities;
• there is a need to set an urgent agenda for actions, to move “from an Act to actions”.

Day 2, January 26, 2021: Best practices

The second day of the Symposium was an opportunity to collectively share and discuss best practices on the revitalization of Indigenous languages.

The day opened with a keynote address from Dr. Lorna Wanosts’a7 Williams that preceded a panel discussion with Dr. Alan Corbiere and Sharon Parenteau, both moderated by Gary Anandasangaree, Parliamentary Secretary to the Minister of Crown-Indigenous Relations. The panel discussion was followed by five (5) breakout sessions that allowed participants to exchange and share experiences on specific topics. Day 2 ended with a concluding plenary where the results of the discussion of each breakout session were summarized to the larger group.

Dr. Lorna Wanosts’a7 Williams, University of Victoria, shared the importance of curriculum development through engagement with the community, based on agreed-upon goals of the language community, and taking into consideration the state of language. Language learning and use must take place in multiple contexts, go beyond classroom walls and include land-based learning. Documentation and archiving are also important. Schools and educational institutions are an important part of language revitalization but it is also important for language to be within the community in multiple settings. Efforts must address needs of all language learners, including those who live off-reserve and who can be disconnected from their language homelands. In teacher education, Dr. Williams stated that there was no capacity for preparing teachers of Indigenous languages and there was a need to review policies to better support Indigenous languages. It is important that language resources be created from an Indigenous worldview, language and knowledge system.

Sharon Parenteau, Louis Riel Institute, spoke of the challenges in revitalizing the Michif language when there are few fluent speakers left and those speakers are very elderly. She said that it is an urgent priority to significantly increase the numbers of speakers at all levels of fluency. This requires supports for both speakers and learners. She noted that a lack of consistent funding has meant inconsistent programming, curriculum development and all other aspects of language revitalization. Sharon Parenteau stated that language learning must be normalized. Capacity-building and infrastructure are needed to reach that goal.

Dr. Alan Odjig Corbiere, York University, spoke about his experiences creating and delivering the Anishnaabemowin Revival Program and spoke about braiding three (3) strands weaving grammatical concepts and vocabularies around thematic units: the first strand involves recording speakers and the documentation of the language; the second strand maintains the language which involves speaking and writing; and the third strand is the revitalization of the language through the inclusion of new words, new spaces to use the language and new stories to share.

In the open discussion that followed the panelists’ presentations, when asked about the importance of teacher training, panelists spoke of the need for dedicated funding for Indigenous language teachers. There is a need for Indigenous cohorts of teachers who are fluent in the language and able to teach. One area where a greater focus is needed is language immersion initiatives. More opportunities for learners to be immersed in the language, to be in real life situations and talking normally are needed. One example shared was a community that developed a language house where people could live and be part of a family that spoke only the language. There is a need for more resources such as a Community Language Planning toolkit, where the community is provided with a toolkit to get the language revitalization work underway. There was also discussion about supporting child learners but also teaching their parents so that language could be spoken at school and at home. During the pandemic, everyone had to use technology out of necessity and it was suggested that more ways to teach and learn the language using technology could be explored.

Participants expressed that language protection and revitalization are part of a broader decolonization action towards rebuilding and revitalizing who they are as Indigenous people. Participants also underscored the connection between Indigenous languages and the land.

Five (5) breakout sessions were hosted on topics related to Best Practices, where presentations by knowledgeable experts and practitioners took place followed by discussion to identify key principles and recommendations.

The Best Practices in Regional Indigenous Language Policy/Partnerships session discussion focused on different types of regional/local coordination and partnerships across Nations, Indigenous-led organizations and potentially agreements with governments that have had success in bringing knowledge and resources together to support language revitalization.

The Best Practices In Multifaceted Approaches To Language Learning session included representatives from several Indigenous languages revitalization efforts. The participants presented the multi-faceted approaches to language revitalization they use in their practice. They also discussed elements necessary to ensure success in rolling out programming relying on simultaneous implementation of various approaches to language revitalization, including language education in the K-12 system. Discussion also focused on successful examples of matching interventions to language states.

The third breakout was Best Practices in Policy and Language Planning from the Perspectives of Indigenous peoples in Support of Indigenous Languages and it included presentations, followed by an open discussion, featuring Indigenous organizations discussing their respective initiatives to implement policies, regulations and community language plans devoted to preserving Indigenous languages, and the linkages between traditional laws and languages.

The Best Practices In Information Technology Integration – Language Reclamation focused on the development and deployment of technology-based (e.g., digitization of resources and documentation) solutions and risks for Indigenous language reclamation and revitalization. It engaged participants on the wealth of language data and best practices to secure Intellectual Property.

The fifth breakout was on Immersion Programs across the Life-Cycle and it provided information about conditions and necessary support to develop immersion programs, including selection of participants and community mobilization.

Day 2 best practices key takeaways

• Federal/Provincial/Territorial as well as National Indigenous organizations’ cooperation is needed if Indigenous language revitalization is to be achieved;
• Indigenous languages curriculum must be developed through engagement with the community, based on agreed-upon goals of the language community and must consider the state of language;
• Language learning is multi-faceted, intergenerational, and family-based; it must take place in multiple contexts, go beyond classroom walls and include land-based learning. This can provide more opportunities for learners to be immersed in the language, to be in real life situations and talking normally where needed in all areas of their lives such as school, home, friendships and community. Indigenous language revitalization must be holistic, and elders need to be supported.
• Technology has a key role to play in language revitalization, including with youth and elders, and needs to complement land-based and in-person learning. Technology includes bandwidth, equipment, and tools. It provides access to Indigenous languages through on-line classes—live or self-paced, apps, online dictionaries, and websites.
• Technology is an important infrastructure that comes with challenges such as training educators to use technology effectively; maintaining and migrating content when platforms become obsolete; ensuring financial resources, appropriate time and technical knowledge are available when needed. It is important that funding cycles be adjusted to ensure feasibility of useful projects.
• It is critical to consider federal government policy and the effect on languages; the Indigenous Languages Act is a positive step but the positive effects are not felt in all Indigenous jurisdictions;
• It is important that teachers be supported and that resources be created from an Indigenous worldview, language and knowledge system;
• Language is embedded in culture, values and their ways of being; approaches must be distinctions- and rights-based;
• Weave the language throughout a curriculum and find commonalities in units, take thematic strands and weave them into language retention and acquisition;
• Specific institutions could focus on teaching aspects of the language work instead of everyone spreading themselves thin and teaching the language piecemeal. There is a need for Indigenous cohorts of teachers who are fluent and able to teach;
• Language planning conducted at the community level is a key step to language revitalization and will ensure the identification of opportunities and needs as well as cost the activities that must be implemented. Language champions are important actors to mobilize communities;
• Funding and support for the communities to move from project-by-project model to an integrated language plan-based model to ensure ongoing and fully costed/funded language revitalization initiatives.

Day 3, January 27, 2021: Indigenous languages funding model

The third day of the Symposium was an opportunity for participants to provide input into the Indigenous Languages Funding Model and to identify distinctions-based priorities and measures that may contribute to the provision of adequate, sustainable and long-term funding for the reclamation, revitalization, maintenance and strengthening of Indigenous languages.

The Government of Canada provides investments to implement the Act specifically for the preservation, promotion and revitalization of Indigenous languages. The development of an Indigenous Languages Funding Model is being collaboratively developed as an approach for investments in Indigenous languages. It would provide the roadmap to meet the goal of establishing measures to facilitate the provision of adequate, sustainable and long-term funding for Indigenous languages.

Day 3 began with an introduction speech by Charles Slowey, Assistant Deputy Minister, Community and Identity Sector at the Department of Canadian Heritage. Paul Pelletier, Director General, Indigenous Languages Branch, Department of Canadian Heritage, provided an overview of what was heard on the matter of the Funding Model during the fall 2020 consultations on the implementation of the Indigenous Languages Act.

The speech and presentation set the background for a keynote address from Dr. Larry Kimura, University of Hawai’i, and an introductory plenary session featuring three speakers.

The keynote and plenary session provided inspiration and context for distinction-based breakout sessions to discuss in detail the priorities and process that a renewed Indigenous Languages Funding Model should adopt. Three breakout sessions were dedicated to First Nations, one session on Inuit and one session on the Métis Nation. Day 3 ended with a concluding plenary where the results of the discussion of each breakout session were summarized to the larger group.

The keynote speaker, Dr. Larry Kimura, provided a summary of the work done in Hawaiian language revitalization and the impact of funding on this work. Professor Kimura told participants that language revitalization efforts started without dedicated funding, but at a time when an important cultural reawakening was taking place. Work started in 1983 with pre-school instruction, the goal was to return the language to the children. With others, Professor Kimura found a location and personnel; resources were identified in the community. In 1987, an experimental program was developed to offer K-12 education in Hawaiian; the goal was to produce new fluent speakers of the language. Even after almost 40 years of fruitful and hard work, many hurdles remain, for example, there is still no sustained budget for language revitalization initiatives.

A key to success, according to Professor Kimura, came from the fact that children learning the language in a pre-school setting motivated adults to also start learning the language. Motivation to spend time and effort on revitalizing one’s own language and culture is crucial and in the case of the Hawaiian experience, it came from these children.

Professor Kimura identified two vectors that were pursued simultaneously to help reach the goal of revitalizing the Hawaiian language. First, a “vertical effort”, that is, build a pool of speakers with learners from children to young adults, followed by a “horizontal effort”, meaning the addition of new people (parents, larger community) as speakers.

When asked about his advice as to what kind of funding model would work, Professor Kimura stated that a goal must first be identified. Funding can then be allocated to reach that goal.

Julie Dabrusin, Parliamentary Secretary to the Minister of Canadian Heritage, moderated the plenary, aimed at providing distinction-based perspectives on the Indigenous Languages Funding Model. The three panelists presented a wide array of perspectives intended to establish a common baseline to support participants in the breakout sessions discussions that followed.

The first panelist, Mary Jane Norris, Norris Research Inc., stated that, with respect to linguistic indicators, intergenerational transmission of an Indigenous mother tongue has been in long-term decline. The declining use of Indigenous languages in Canada as the main language in the home had contributed to non-transmission and aging of the mother tongue population. In contrast to the declining mother tongue transmission, trends point to a continued increase in the learning of Indigenous language as a second language. Growth in home language use had increased sharply by 73% in 2016, which was attributable to speaking an Indigenous language as a secondary language in the home.There are marked difference in the language situation of the various First Nations, Inuit and Métis based on geography.. The language situations correlated with place of residence and were better in rural areas and on-reserve rather than in urban areas. In conclusion, a key policy challenge was presented: the maintenance and revitalization of Indigenous languages in urban areas.

Second, Aluki Kotierk, President of Nunavut Tunngavik Inc., said that funding models were tools and a means to an end. The federal government knows how to effectively deliver language funding because they deliver it for official languages (English and French) in minority situations. Legislation is a tool. Aluki Kotierk stated that Canada values two (2) colonial languages over Inuktut. As an example of the funding disparity, she mentioned that on November 9, 2020, funding was allocated to expand French schools in Nunavut although Inuit speakers are the majority in Nunavut and English and French speakers are the minority.

The third and final panelist, Marc Leclair from the Métis National Council, stated that the Métis Nation insisted that the Prime Minister make a commitment to preserve and promote Indigenous languages. The Métis Nation had made it clear that they would not support the Bill leading to the Indigenous Languages Act if there was no funding package attached. As an alternative to the current funding model, the MNC is proposing a Nation-to-Nation, distinctions-based approach that would transform the system. The former proposal-driven process failed. The Métis Nation only accessed 5% of funding, although they represented 25% of the Indigenous population. They also want to avoid competition with other Indigenous languages. The funding model should not be project-based. Marc Leclair stated that past practices failed to address the critical state of the Michif language. Long-term, predictable funding is needed to build capacity; he outlined a goal of developing a 10-year accord on languages under the Canada-Métis Nation Accord.

In discussions over three (3) distinctions-based break-out sessions, participants exchanged views on the Indigenous Languages Funding Model.

From a First Nation perspective, it was clear that flexible, sustainable and long-term funding is absolutely essential to build and maintain momentum. First Nations also felt that funding must be sufficient to meet the needs of communities so that communities are not in competition with each other. Participants reiterated the importance of collaboration among different communities and language groups through broader strategies. It is important that any new models developed be done only in partnership with communities. Funding must support the establishment and maintenance of intergenerational transmission of language.

From an Inuit perspective, some Inuit are creating their own programs and language nests, however, they need long-term funding that is sustainable so that communities are not spending time searching for funding. The Inuit participants recommended discussing a funding allocation formula among the four Inuit land claim areas.

The Métis Nation needs a Nation-to-Nation, distinctions-based approach to enable Métis Nation communities to design programming according to their own needs. They call for and require long-term, sustainable and distinctions-based resourcing.

Day 3 Indigenous languages funding model key takeaways

• Many participants (First Nations, Inuit and Métis) stated that current funding was inadequate and it needed parity in funding with English and French. There is a need to move away from a proposal based approach towards a distinction-based, flexible, predictable and long-term funding model that was supportive of unique needs. Funding criteria must be informed by community best practices and communities must be able to define what success looks like;
• Dr. Larry Kimura said that in Hawaii, their goal was to get their language back, not to secure funding. That was important because funding could not direct the way that they wanted to do their work. They needed to get their language into the mouths of children, to create a new generation of speakers;
• Census data analysis highlights a key policy challenge: the maintenance and revitalization of Indigenous languages in urban areas;
• Inuit participants restated the need to receiving essential public services in Inuktut, which is a public safety concern; the goal is for Inuit to benefit from the same treatment as exists for French and English Official Languages minority communities. Funding must provide for provision of essential services in Inuktut;
• Métis Nation participants underscored the importance of a distinction-based allocation and their desire to conclude a 10-year Accord on language, under the framework of the 2017 Canada-Métis Nation Accord. The new model needs to be Nation-to-Nation with a national allocation to the three (3) distinctions;
• From a First Nation perspective, it was clear that flexible, sustainable and long-term funding is absolutely essential to build and maintain momentum. Funding must also be sufficient to meet the needs of communities so they are not in competition with each other. It is important that any new models be developed only in partnership with communities. Funding must support the establishment and maintenance of intergenerational transmission of language.

Day 4, January 28, 2021: Office of the Commissioner of Indigenous Languages

The Act establishes an Office of the Commissioner of Indigenous Languages (OCIL), with a Commissioner and up to three (3) Directors appointed by the Governor in Council. At the time of the Symposium, the appointment process was still ongoing, leading to the appointment of a Commissioner and three Directors on June 14, 2021. OCIL is an arm’s-length, independent institution and not part of the federal administration, nor its Commissioner, Directors, or staff.

The matter of the key responsibilities of a Commissioner and three Directors of Indigenous Languages was one of the two main topics of the fall 2020 consultations on the implementation of the Act.

The Symposium provided an opportunity for participants to complement the outputs of the fall 2020 consultations and collectively exchange on selected operational elements of the mandate of OCIL, namely:

• Support Indigenous communities with respect to, among others, language assessments and the reception and resolution of complaints;

• Promote public awareness and understanding about Indigenous languages in Canada, notably among non-Indigenous Canadians;

• Conduct research or studies, including to support performance measurement and parliamentary reporting activities, regarding the provision of funding for the purposes of supporting Indigenous languages or the use of Indigenous languages in Canada.

The output of the discussions was to be shared with OCIL to support its work once the Commissioner and Directors are appointed.

Day 4 began with an introduction speech by the Honourable Marc Miller, Minister of Indigenous Services Canada. Paul Pelletier, Director General, Indigenous Languages Branch, at the Department of Canadian Heritage, then provided an overview of what was heard on the matter of the Office of the Commissioner of Indigenous Languages during the fall 2020 consultations on the implementation of the Indigenous Languages Act.

The speech and presentations set the context for a keynote address from Rawinia Higgins, Maori Language Commissioner in New Zealand, and an introductory plenary session featuring Anne Kirste Aikio from the Sámi Parliament.

The keynote and plenary session provided inspiration and impetus for three breakout sessions that allowed participants to discuss in detail the priorities and process that the Office of the Commissioner of Indigenous Languages should adopt once established. Day 4 ended with a concluding plenary to summarize the results of the discussion of each breakout session to the larger group.

Professor Rawinia Higgins provided an overview of the Māori Language Commission that was created in 1987. Her presentation gave participants the opportunity to learn from the experience of an existing Indigenous Language Commission as Professor Higgins highlighted both successes and challenges with the establishment, implementation and ongoing administration of the Māori Language Commission.

Professor Higgins stated that a key challenge came from the dynamics of the political environment, that is, changes of government and the resulting adjustments in political priorities. These changes conflicted with community expectations that were not always met. Resolving tensions between these different expectations is challenging. Over the years, the Commission became less focused on language development and operated more as a funding agency. The Commission took a language planning and policy approach which separated the ‘micro’ and the ‘macro’ responsibilities of language revitalization. The vision for the current strategy is to restore the Māori language as the nurturing first language. Rawinia Higgins used the analogy of a house to represent the Māori language policy framework, involving two main strategies: a) Maihi Māori, a language revitalization strategy focused on families and communities, and b) Maihi Marauna, a strategy designed to spread the use of the language as widely as possible; where everyone is touched by the language or is encouraged to use the language. t

Anne Kirste Aikio, Language Protection Secretary, Sámi Parliament, explained that language rights are constitutional rights for Sámi people as Indigenous people in Finland. The Sámi Language Act (2003) ensures the constitutional right to the Sámi language, however, the current state of the Sámi language is defined as highly endangered and the linguistic rights of the Sámi are poorly realized or implemented. This is a particular problem with the lack of social and health services in the language. There are a number of good programs including language nests but the language has not developed in the way that they had hoped. They continue to work hard to improve the situation.

Following the keynote and the introductory plenary, participants went into three (3) different break-out sessions, according to their interest and expertise, to discuss specific roles of the OCIL, namely awareness and promotion functions, community-centered functions and research, planning and results.

In terms of the awareness and promotion functions of the OCIL, participants felt that efforts must focus on removing barriers and encourage language use in all spheres of life. OCIL has a role to play in anti-racism and de-colonization. With regards to community-centered functions, the criteria to qualify for funding matters and often those without capacity are at a disadvantage. It was noted that one way to eliminate this competition for limited resources is to provide adequate resources to meet the need. Participants mentioned that they also had to consider not only competition for funding but also competition for speakers and teachers. There are few speakers and no teachers in some areas and that must also be addressed. On the research, planning and results side, it was suggested that focus cannot only be on counting speakers and new learners. Activities had many outcomes which must be considered including health, exercising/affirming language rights, etc. In addition, it is crucial that research led by language institutions and educators is reflective of the community. Support for the adoption of research protocols and the need for a focus on building greater capacity in communities was also noted.

Day 4 Office of the Commissioner of Indigenous Languages key takeaways

• The mandate of the Commissioner could include supporting language assessments, promoting public awareness and understanding languages in Canada, especially among non-Indigenous Canadians;
• It was felt that the OCIL could have a role in determining and measuring success. It could work with communities on the establishment of baselines to measure the state of language vitality and how best to measure results in language revitalization;
• In terms of promotion and awareness functions, the work must be guided by Elders and be inclusive of the local, regional and national levels and all age groups and geographic regions. It also has to be distinctions-based and include locally determined approaches such as storytelling and illustration;
• In terms of community-centred functions, OCIL should encourage self-motivation among speakers and learners. It should also aim to empower speakers and communities through the creation of sustainable learning opportunities;
• In terms of research, planning and results functions, it was stated that the key for success for the Commissioner includes a rights-based approach that is based on a government-to-government relationship that is relevant, meaningful and timely. The focus cannot only be on counting speakers and new learners; activities have many outcomes which must be considered including health, exercising/affirming language rights, etc.

Day 5, January 29, 2021: International Decade of Indigenous Languages, 2022-2032

On December 18, 2019, the United Nations General Assembly proclaimed an International Decade of Indigenous Languages from 2022 to 2032 (the Decade). The aim of the Decade, as defined by the United Nations Resolution (A/74/396 #24) is to draw attention to the critical loss of Indigenous languages and the urgent need to preserve, revitalize and promote them and to take urgent steps at the national and international levels.

The fifth and final day of the Symposium provided an opportunity to discuss and identify principles and priorities to guide the joint development of Canada’s strategic direction and action plan for the Decade, that would incorporate the views and needs of Indigenous peoples and other stakeholders involved in the revitalization of Indigenous languages in Canada.

Day 5 began by an introduction speech by the Honourable Carolyn Bennett, Minister of Crown-Indigenous Relations Canada. International Chief, Treaty 6, 7 and 8 Wilton Littlechild made a keynote address with an overview of the International Year of Indigenous Languages and advice on how to move forward with the Decade. A second keynote address from Dr. Lorna Wanosts’a7 Williams provided context and recommendations towards an Action Plan for the Decade.

Two plenary sessions followed the keynote addresses. The first plenary focused on what should be the desired outcomes for Indigenous languages in Canada at the end of the Decade. The second plenary session discussed Canada’s approach to the Decade.

Dr. Wilton Littlechild said that Indigenous people must consider what Canada should look like in 2032 in terms of Indigenous languages. He underscored that Indigenous peoples have constitutional rights including the right to self-determination. He made links between the Decade’s objectives and the Reconciliation process in Canada that aims to repair a broken relationship, due to colonialism and its consequences on Indigenous people (health, economy, language, and education). Reconciliation requires sustained public dialogue about the legacy of Indigenous peoples’ rights and their history. Chief Littlechild stated that it was time to prepare elements of the Global Action Plan for the Decade and to inform the path forward, using accurate data, measurable outcomes, the importance of sacred sites, spiritual connections and ceremonies. Chief Littlechild thanked the Symposium participants for their collective wisdom and knowledge and asked how these strengths could be used to guide the development of the Global Action Plan. He concluded by outlining the ten (10) themes of the July 2020 United Nations Los Pinos Declaration (PDF format) which could serve as a potential roadmap to frame the Decade priorities.

Dr. Lorna Wanosts'a7 Williams stated that the establishment of the Indigenous Languages Act was the culmination of a cross-country dialogue on what elements should be included within the Act as well as implementation considerations. She explained that there was ongoing learning on dismantling colonial practices by government and the public and there is much work to be done to revitalize and reclaim languages. Stakeholders need to build on the International Year of Indigenous Languages, as they prepare for the Decade. She acknowledged the need for a plan to take full advantage of the opportunities afforded by the Decade.

During two distinct panel discussions moderated by Gina Wilson, Deputy Minister, Diversity and Inclusion and Youth and Senior Associate Deputy Minister of Canadian Heritage, panelists had much to share on the Decade.

Minister Clara Morin Dal Col, Heritage, Families, and Culture, MNC, stated that by 2032, the Métis Nation wanted to see significant progress in bringing Michif back; increase the number of new speakers at all levels of fluency; and build strong foundations that are needed to revitalize the Michif language.

Ruth Kaviok, former President of the National Inuit Youth Council (NIYC), asked the Symposium participants to visualize what her community was like in the past and said that, in terms of language use, that was her dream for the future. Ms. Kaviok wanted to see Inuktut recognized as an official language in Canada as well as in other countries.

President Crystal Martin-Lapenskie, NIYC, stated that while Inuktut remains strong in many communities, the challenges to maintain the language and threats to many regional dialects go unnoticed. She also spoke about her own experience as an Inuktut speaker; although she was able to continue to speak Inuktut, her language skills came across as childlike. She said that she was lucky to be able to communicate in Inuktut while her brother had lost the language completely. The loss of the language is a matter of concern especially for Inuit who move south to access needed programs, services and health care.

President Clément Chartier, MNC, stated that Indigenous peoples had many common global concerns regarding the revitalization of their languages. The tools and models being developed across the world to revitalize and maintain Indigenous languages could be adapted for Indigenous peoples in Canada.

Sébastien Goupil, Secretary General of the Canadian Commission for UNESCO, explained that, through their work on the 2019 International Year of Indigenous languages, they had learned that, in order for culture and language to thrive, it needs predictable, stable and flexible funding. Indigenous cultures and languages require sustained support from all levels of government. Further, governments must put Indigenous languages at the forefront, and he noted that governments also had moral obligations to redress the harms inflicted on Indigenous cultures. The Decade is an opportunity for Canada to set an example and create the conditions to safeguard Indigenous languages.

The Symposium ended with closing remarks from the Minister of Canadian Heritage, the Honourable Steven Guilbeault, Vice-President and National Spokesperson David Chartrand, Métis National Council and President Natan Obed, Inuit Tapiriit Kanatami. The Minister and National Leaders offered their thoughts on the way forward based on what was heard during the week. Participants also had the opportunity to listen to the 2019 address given by National Chief Perry Bellegarde to the United Nations General Assembly at the end of the International Year of Indigenous Languages. First Nations Elders Mike Mitchell and Roberta Oshkabewisens, Métis Nation Elder Verna DeMontigny and Elder Rose Wawatie provided the closing protocols and prayers.

Day 5 International Decade of Indigenous Languages key takeaways:

• At the end of the International Decade, Indigenous peoples want to see their languages spoken fluently. They need to ensure that the language is passed on and strengthened in their communities despite Elders passing away;
• Indigenous peoples have many common global concerns about the revitalization of their languages. The tools and models being developed globally to revitalize and maintain Indigenous languages could be modified and work for Indigenous people in Canada;
• The leadership and efforts of Indigenous peoples of Canada that played a role for the designation of International Year of Indigenous Languages and the Decade must be acknowledged and supported going forward;
• Celebrate and acknowledge the vitality of Indigenous languages locally, nationally and internationally. The narrative around the Decade should focus on the vitality of Indigenous languages. Desired outcomes at the end of the Decade should include a significant increase in the number of speakers at all levels of fluency and the use of Indigenous languages in all aspects of life;
• The Decade represents an opportunity for Canada to set an example at the international level;
• All plans for the International Decade need to be co-created by rightsholders as well as a range of stakeholders and include goals that are designed to mobilize and inspire. A national coordination group should be established to support the objectives of the Decade in Canada.

Annex – Symposium agenda

Day 1 – Monday January 25, 2021

1:00 - Welcome and land acknowledgment

• Rose Wawatie, Kitigan Zibi Anishinabeg

1:05 - Opening Prayers: First Nations, Inuit and Métis Nation

• Mike Mitchell, AFN Resident Elder-Knowledge Keeper
• David Serkoak, Inuk Elder
• Verna DeMontigny, Métis Nation Elder

1:15 - Welcoming Remarks

Moderator:

• Mathieu Courchene

Speakers:

• Hon. Steven Guilbeault, Minister of Canadian Heritage
• National Chief Perry Bellegarde, Assembly of First Nations
• President Natan Obed, Inuit Tapiriit Kanatami
• President Clément Chartier, Métis National Council

2:00 - Outline of program and event housekeeping:

Moderator:

• Mathieu Courchene

2:15 - Keynote Address on Progress on the implementation of the Indigenous Languages Act:

Moderator:

• Mathieu Courchene

Keynote Speaker:

• Paul Pelletier, Director General, Indigenous Languages, Canadian Heritage

Plenary Question period

Day 2 – Tuesday January 26, 2021

11:30 - Opening Prayers: Inuit, Métis Nation and First Nations

• Jimmy Durocher, Métis Nation Elder
• David Serkoak, Inuk Elder
• Mike Mitchell, AFN Resident Elder-Knowledge Keeper

11:40 - Speech by a representative of the Government of Canada

Speaker:

• Gary Anandasangaree, Parliamentary Secretary to the Minister of Crown-Indigenous Relations

11:45 - Keynote address

Best practices for Indigenous languages: reclamation, revitalization, maintenance and strengthening

Moderator:

• Gary Anandasangaree, Parliamentary Secretary to the Minister of Crown-Indigenous Relations

Keynote Speaker:

• Dr. Lorna Wanosts'a7 Williams

12:15 - Best Practices Plenary: Reclaiming, Revitalizing, Maintaining and Strengthening Indigenous Languages

Moderator:

• Gary Anandasangaree, Parliamentary Secretary to the Minister of Crown-Indigenous Relations

Panelists:

• Dr. Alan Corbiere, York University
• Sharon Parenteau, Louis Riel Institute

3:00 - Closing Plenary Best Practices:

Moderator:

• Mathieu Courchene

Day 3 – Wednesday January 27, 2021

11:30 - Opening Prayers: Métis Nation, First Nations and Inuit

• David Serkoak, Inuk Elder
• Mike Mitchell, AFN Resident Elder-Knowledge Keeper
• Annette Maurice, Métis Nation Elder

11:40 - Speech by a representative of the Government of Canada

Speaker:

• Charles Slowey, Assistant Deputy Minister, Community and Identity, Canadian Heritage

11:45 - Summary of what we heard during the consultation sessions on the Funding Model:

Moderator:

• Mathieu Courchene

12:00 - Keynote address “The revitalization of 'Ōlelo Hawai‘i and how funding has evolved through successes and challenges”

Speaker:

• Larry Kimura, University of Hawai’i

12:30 - Introductory Plenary – Indigenous Languages Funding Model

Moderator:

• Julie Dabrusin, Parliamentary Secretary to the Minister of Canadian Heritage

Panelists:

• Mary Jane Norris, Norris Research Inc.
• Aluki Kotierk, Nunavut Tunngavik Inc.
• Marc LeClair, Métis National Council

2:45 - Concluding Plenary – Indigenous Languages Funding Model:

Moderator:

• Mathieu Courchene

Day 4 – Thursday January 28, 2021

11:30 - Opening Prayers: Inuit, First Nations and Métis Nation

• Mike Mitchell, AFN Resident Elder-Knowledge Keeper
• David Serkoak, Inuk Elder
• Harriet St.Pierre, Métis Nation Elder

11:40 - Speech by a representative of the Government of Canada

Speaker:

• Hon. Marc Miller, Minister of Indigenous Services Canada

11:45 - Summary of what was heard during the consultations on the Office of the Commissioner of Indigenous Languages:

Moderator:

• Mathieu Courchene

12:00 - Keynote address

Speaker:

• Rawinia Higgins, New Zealand Maori Language Commission

12:30 - Introductory Plenary – OCIL, Lessons learned and Best practices of existing Language Commissions in Canada and abroad:

Moderator:

• Mathieu Courchene

Panelist:

• Anne Kirste Aikio, Language Protection Secretary, Sámi Parliament

2:30 - Concluding Plenary – OCIL :

Moderator:

• Mathieu Courchene

Day 5 – Friday January 29, 2021

11:30 - Opening Prayers: First Nations, Inuit and Métis Nation

• Verna DeMontigny, Métis Nation Elder
• David Serkoak, Inuk Elder
• Mike Mitchell, AFN Resident Elder-Knowledge Keeper

11:40 - Speech by a representative of the Government of Canada

Speaker:

• Hon. Carolyn Bennett, Minister of Crown-Indigenous Relations Canada

11:45 - Keynote – Overview of the International Year of Indigenous Languages and moving forward with the Decade:

Moderator:

• Mathieu Courchene

Keynote Speaker:

• Dr. Lorna Wanosts'a7 Williams

12:15 - National Chief Perry Bellegarde December 2019 Address to the United Nations General Assembly (Video)

12:25 - Plenary Session 1: 2022-2032 International Decade of Indigenous Languages

2032 Outcomes for Indigenous languages

Moderator:

• Gina Wilson, Deputy Minister, Diversity and Inclusion and Youth and Senior Associate Deputy Minister of Canadian Heritage

Speakers:

• Minister Clara Morin Dal Col
• Ruth Kaviok

1:30 - Plenary Session 2: 2022-2032 International Decade of Indigenous Languages

Canada’s strategic approach to the Decade

Moderator:

• Gina Wilson, Deputy Minister, Diversity and Inclusion and Youth and Senior Associate Deputy Minister of Canadian Heritage

Speakers:

• Crystal Martin-Lapenskie, National Inuit Youth Council
• President Clément Chartier, Métis National Council
• Sébastien Goupil, Secretary-General, Canadian Commission for UNESCO

2:30 - Symposium Wrap-up :

Moderator:

• Mathieu Courchene

Closing Remarks

Speakers:

• Hon. Steven Guilbeault, Minister of Canadian Heritage
• David Chartrand, Vice-President and National Spokesperson, Métis National Council
• Natan Obed, President, Inuit Tapiriit Kanatami

3:20 - Closing Prayers:

• Mike Mitchell, AFN Resident Elder-Knowledge Keeper and Nookomis Roberta Oshkabewisens
• Verna DeMontigny, Métis Nation Elder
• Rose Wawatie, Kitigan Zibi Anishinabeg