Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin: non-indigenous learners in Indigenous language-learning spaces

Abstract

ABSTRACT This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O’Toole, 2020; Te Huia, 2020). While we see value in considering how non-Indigenous Canadians can positively contribute to Indigenous language revitalization efforts, we also want to consider the consequences of that involvement for Indigenous Peoples who are asked to share Indigenous language learning spaces with non-Indigenous students. As a group of colleagues from different communities, all with connections to Indigenous language revitalization, we came together to consider questions such as: Are Indigenous languages for everyone or are they languages that should be learned only by Indigenous peoples? And if we accept or encourage Indigenous language learning by non-Indigenous Canadians, are there parameters that might need to be implemented? To this end, we used the Indigenous research method of conversation (Kovach, 2010) during biweekly meetings recorded on Zoom. Data consisted of meeting transcripts and web-based documents of written reflections. In our analysis of these documents, we identified three interrelated themes: 1) linguistic insecurity, 2) trauma and language learning and 3) settler dominance in Indigenous language settings. As a settler colonial country, Canada’s past and present continues to shape interactions between Indigenous Peoples and non-Indigenous Canadians in ways relevant to the topic of Indigenous language revitalization. Ultimately, we do want non-Indigenous people to learn Indigenous languages so that these languages can once again be languages of broader society (McIvor, 2012). We also recognize that Indigenous Peoples deserve to reclaim Indigenous languages in safe and trauma-free ways. Ultimately, we must work together to ensure that including non-Indigenous learners in Indigenous language programs does not cause injury to Indigenous learners. This paper offers recommendations for ways to achieve these goals.