Non-Indigenous Learners in Indigenous Language Courses
A Note for Non-Indigenous Learners in Indigenous Language Courses
As we welcome both Indigenous and non-Indigenous learners into these Indigenous language courses, it is important to recognize the unique experiences and histories that Indigenous participants bring with them. Learning an Indigenous language is more than just acquiring a new skill – it is an act of reclaiming culture, identity and community. For many Indigenous learners, this journey is deeply personal and connected to healing from the impacts of colonialism and historical loss.
Your Role as a Non-Indigenous Learner
While your interest in learning and supporting Indigenous language revitalization is valuable, it is crucial to approach this learning space with care. Non-Indigenous learners do not carry the same weight of historical loss or linguistic insecurity that Indigenous learners might experience, which can affect the learning environment. We encourage you to ask yourself some important questions as you participate:
---> What is my role in this space?
---> When it is appropriate for me to speak up, and when should I step back and listen?
---> How can I support the learning of others without taking up too much space?
Contributing in a Good Way
The revitalization of Indigenous languages is a critical part of strengthening Indigenous wellbeing. As non-Indigenous learners of an Indigenous language, your participation should focus on fostering a deeper understanding of Indigenous worldview and respecting the experience of Indigenous learners. We are happy you are here and look forward to learning together!
These guidelines were developed by Alyson McMullen (Program Manager at Natural Curiosity and Indigenous Learning Facilitator at the Outdoor Learning School & Store) from the reading Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin: non-indigenous learners in Indigenous language-learning spaces, a scholarly article written by Belinda Daniels, Tammy Ratt, Andrea Custer, Andrea Sterzuk, Melanie Griffith Brice & Russell Fayant. It was published in the journal Critical Inquiry into Language Studies on January 27, 2024.
Link to article: https://doi.org/10.1080/15427587.2024.2308902