As Collège Nordique continues to grow and evolve, so too has its commitment to truth and reconciliation.

In 2025–2026, our collaborative work with community partners in Indigenous language revitalization, cultural learning, land-based education, and intergenerational mentorship continued to grow through new initiatives. These efforts have deepened our relationships with Indigenous communities, Elders, Knowledge Keepers, and partner organizations while creating new opportunities for learning, collaboration, and knowledge sharing. 

Our approach is rooted in respectful relationships, collaboration, and learning alongside Indigenous communities. We seek to create spaces where Indigenous languages, knowledge, cultures, and ways of learning can be shared and passed on by the people and communities who carry them.

Taking language learning onto the land

In August 2026, Tłı̨chǫ Government’s Department of Culture and Lands Protection and Collège Nordique worked together to deliver the first Tłı̨chǫ On-the-Land Language and Culture Immersion Camp at the Russell Lake Spiritual Site in Behchokǫ̀. 

The initiative brought together Tłı̨chǫ Yatıı̀, Elders, cultural knowledge, relationships, and learning on the land. Participants heard Tłı̨chǫ Yatıı̀ through prayer and stories, practised it through games and learning stations, and used it in everyday interactions. In doing so, they connected language to family, place, culture, and life on the land.

The results were encouraging. Sixteen participant evaluations described the camp as a positive and meaningful language and cultural learning experience, while instructors observed increasing confidence, stronger sentence formation, and more independent language use as the week progressed.

Elders’ feedback also highlighted the relational dimensions of the camp as one of its greatest strengths. They particularly valued opportunities to pass on teachings about Tłı̨chǫ language and culture and the way language learning was connected to cultural knowledge and practical experiences on the land.

The development of the initiative began well before the camp itself, with project-management training for Department of Culture and Lands Protection employees and community language advocates in fall 2025, followed by training and experiential learning based on the nêhiyawak Language Experience Camp model, founded by Dr. Belinda Daniels, professor of Indigenous Language Revitalization at the University of Victoria.

The experience has provided a tested foundation for future Tłı̨chǫ immersion initiatives. Most participants indicated that they wanted to continue learning, including by incorporating Tłı̨chǫ words and phrases into everyday life. 

Towards post-secondary education in Indigenous languages

In 2026, an important step was taken toward the development of an Indigenous Languages Diploma in the Northwest Territories.

Collège Nordique, the Tłı̨chǫ Government, the GNWT and Aurora College came together to renew an initiative first discussed several years earlier and explore a coordinated approach to developing the program.

The initiative aims to begin with a Tłı̨chǫ pilot, with the potential for the experience to inform future programming in other Indigenous languages of the Northwest Territories. The collaboration brings together community and cultural knowledge, pedagogical expertise and post-secondary institutional capacity.

For Collège Nordique, this work builds on a decade of Tłı̨chǫ language instruction while representing an important evolution: exploring how Indigenous language learning can become part of sustainable and recognized post-secondary pathways. Although the diploma remains under development, the renewed collaboration represents a significant milestone toward creating long-term structures that support the transmission, protection and vitality of Indigenous languages in the North. 

In February 2026, Collège Nordique organized the International Forum on the Preservation and Promotion of Northern Indigenous and Minority Languages in Yellowknife. Elders, language speakers, educators, community leaders, researchers and organizations from the Northwest Territories, across Canada and internationally came together to exchange knowledge and explore concrete approaches to language preservation, revitalization and transmission.

The Forum was designed not simply as a conference, but as a space for dialogue and action that could strengthen collaboration among Indigenous organizations, educational institutions, governments and communities. 

Participation far exceeded expectations. While the original goal was to bring together 30 to 40 people, more than 100 participated in person and online, including 44 people on site and 58 online. Thirteen Indigenous and minority languages were represented, and simultaneous interpretation was provided in English, French, Tłı̨chǫ and Wıı̀lıı̀deh, helping make linguistic diversity part of the Forum itself rather than simply a subject of discussion.

Indigenous and minority voices and experiences were woven throughout the gathering. Opening ceremonies led by Tłı̨chǫ Elder Rosa Mantla and Inuk Elder Rassi Nashalik set the tone, while discussions explored the connections between language, identity, wellness, family, intergenerational relationships, education and community leadership. The Forum concluded with a powerful dance performed by Haugaaq (Julia) Ogina, Jerry Puglik and their daughter, Trisha Ogina.

Throughout the gathering, a recurring message emerged: language transmission depends on strong relationships across generations, and the revitalization and vitality of Indigenous and minority languages can strengthen identity, belonging, family connections and community well-being.

Most importantly, the Forum generated momentum beyond the event itself. Participants recognized the value of creating a way for the relationships, exchanges and shared learning initiated in Yellowknife to continue beyond the gathering.

On February 27, 2026, a formal request was therefore submitted to UArctic to establish a Thematic Network on Indigenous and Minority Languages in the North. 

From dialogue to lasting collaboration across the North

The conversations that began during the Forum have since taken on a new dimension. 

In 2026, during the University of the Arctic (UArctic) Assembly, Collège Nordique’s proposal to establish a thematic network dedicated to Indigenous and minority languages was unanimously approved by the members present, with 179 votes in favour.

The network transforms the relationships developed through the Forum into a lasting structure for collaboration. It will connect Indigenous and minority language communities, educational institutions, researchers and organizations across the circumpolar North, creating opportunities to share promising practices, strengthen educational pathways and develop solutions grounded in Northern realities.

The network aims to move this collaboration into action through international forums and webinars, mentorship and leadership development, joint courses and training, knowledge mobilization, and collaborative research. It also seeks to strengthen the presence of Indigenous languages in post-secondary education and explore the responsible use of emerging technologies in language revitalization.

For Collège Nordique, the unanimous approval of the network represents an important milestone in its reconciliation journey: moving from individual initiatives toward sustained relationships and structures that support Indigenous language revitalization over the long term. 

Strengthening  our expertise in Indigenous language revitalization

In 2026, Collège Nordique strengthened its internal expertise in Indigenous language revitalization when Rosie Benning, Director of Education and Training, completed a Master of Education in Indigenous Language Revitalization (MILR) at the University of Victoria.

Her graduate project, Hazǫǫ Tłı̨chǫ Yatıì Hoghàdets’etǫ: A Community-Based Approach to Learning Tłı̨chǫ Yatıì Online, was developed in collaboration with Elders, Knowledge Holders, educators and community members.

It explored the development of an asynchronous Tłı̨chǫ language course grounded in Tłı̨chǫ values, approaches to learning and knowledge transmission, while making language learning more accessible to people regardless of where they live or the demands of their schedules. The project reinforces an approach to language revitalization that connects language learning with culture, land and intergenerational knowledge transmission.

This achievement was made possible through the generosity, guidance and knowledge of the many people who supported this learning journey. Rosie extends her gratitude to her Tłı̨chǫ language teachers, Elders and Knowledge Holders; partners at the Tłı̨chǫ Government’s Department of Culture and Lands Protection, particularly Tammy Steinwand-Deschambault and Jacynthia Rabesca; the Collège Nordique team; and her professors and fellow students in the MILR program at the University of Victoria.

Masì nechà t’à nechà to everyone who has shared their knowledge, built relationships and walked alongside her on this journey. 

Building capacity within our team

As Collège Nordique’s work in Indigenous language revitalization, cultural learning and reconciliation continues to grow, we are also investing in the capacity needed to sustain and expand these initiatives.

In September 2026, the College launched a recruitment process for a new position to support this growing area of work. This addition to the team reflects the evolution of Indigenous language and cultural initiatives at the College and the importance of having dedicated capacity to support relationships with communities, Elders, Knowledge Keepers and partners, as well as the development and coordination of related projects. 

Creating opportunities to learn about truth and reconciliation

Our commitment also includes creating opportunities for people beyond our language programs to deepen their understanding of truth and reconciliation and consider how they can contribute through their own professional practice.

In September 2026, Collège Nordique developed Growing Together on the Path to Reconciliation, a professional development workshop for Francophone early childhood professionals, in collaboration with the Coopérative francophone des centres en petite enfance (CFCEPE) with the support of the Association des collèges et universités de la francophonie canadienne (ACUFC) and the Government of Canada through the Early Learning and Child Care Program..

The workshop invited participants to learn more about the histories and contemporary realities of Indigenous peoples, explore the impacts of colonial policies on children, families, languages and cultures, and consider ways to value Indigenous languages, cultures and knowledge within early childhood settings.

Co-facilitated by Dr. Angela James and Rosie Benning, the workshop also aimed to connect learning about truth and reconciliation with practical changes that educators can bring into their everyday work with young children and families.

While this initiative differs from a language camp, a post-secondary program or an international network, it reflects the same underlying approach: creating opportunities to learn from Indigenous knowledge and perspectives, reflect on our own practices, and strengthen relationships. 

Reconciliation as an ongoing relationship

These initiatives differ in their form and scope. Some bring language learning onto the land and into meaningful cultural contexts. Others create educational pathways, build expertise within our team, or connect communities and institutions across different regions of the world.

Yet they are grounded in the same belief: reconciliation is built through relationships.

It is built when someone takes the time to learn a few words in the language of the land where they live. When an Elder shares knowledge with youth. When a learner listens before speaking. When a community takes part in decisions concerning its language and culture. And when institutions recognize that they also have a role to play in creating the conditions for these languages, cultures, and knowledge systems to continue to live and be passed on.

The journey towards truth and reconciliation has no final destination. For Collège Nordique, it is an ongoing commitment to learn, listen, build relationships, and move forward together.