"Café de Paris" French Conversation Workshops for Healthcare and Social Services Professionals
French workshops for NWT healthcare and social services professionals to develop their French speaking and comprehension skills.
Free
Seeking Truth and Reconciliation
What is Truth and Reconciliation?
Truth and Reconciliation in Canada is the on-going process of addressing the abuse and injustices endured by Indigenous Peoples, most notably those linked to the Indian Residential School system which operated from the beginning of the 19th century to the end of the 20th century. Truth and Reconciliation aim to encourage collaboration between Indigenous People and the Canadian government to establish and maintain a shared way of life based on respect, to foster strong, healthy and sustainable Indigenous Nations in a unified Canada.
This process was formalised by the creation of the Truth and Reconciliation Commission (TRC) of Canada, which was in effect from 2008 to 2015. The TRC’s mandate was to document the abuse, to officially acknowledge the suffering of the Survivors and Indigenous communities, and to create concrete Calls to Action to support reconciliation between Indigenous Peoples and Canadians. At the end of this process, the TRC had created a collection of witness testimonies from Survivors of the residential school system and published a multi-volume final report of its work and findings and issued national Calls to Action. Included among these Calls of Action were the promotion of a fair and equitable justice system and better access to health services for Indigenous Peoples, the integration of Indigenous Peoples history and the legacy of residential schools into the Canadian educational system, and the protection and promotion of Indigenous languages and culture.
Each year, on September 30th, Canadians observe the National Day for Truth and Reconciliation and Orange Shirt Day. This public commemoration honours the tragic and painful history of residential schools and the ongoing impacts on the Survivors, their families and their communities.
It is in this context that Collège Nordique is committed to working for truth and reconciliation.
A Collège in action...
With the decline of Indigenous languages spoken in Canada (Statistics Canada, 2021), the decolonization and indigenization of language teaching practices are essential to the preservation of Indigenous cultures, languages and worldviews. That's why Collège Nordique is committed to working with local organizations, Indigenous groups, as well as the territorial and federal governments, to make learning Indigenous languages and cultures accessible, engaging and relevant to community members.
A first step: contributing to the revitalization of Indigenous languages
Collège Nordique is located in Yellowknife, in the heart of the Northwest Territories, where nine official Indigenous languages are spoken: Dene kǝdǝ́, Dëne sųłıné, Dene zhatıé, nēhiyawēwin, Dinjii zhuʼ ginjik, Inuinnaqtun, Inuktitut, Inuvialuktun, and Tłı̨chǫ.
Committed to the revitalization of Indigenous languages, Collège Nordique has been offering Tłı̨chǫ Yatıì courses since 2016. Today, three passionate instructors contribute to this programming: Cecilia Wood and Camilia Zoe Chocolate, both from Behchokǫ̀, as well as Rosie Benning, a French and Tłı̨chǫ instructor and Director of Training and Education.
However, it was essential for the College to work more closely with Indigenous communities, as our “never about them without them” guideline is at the heart of our commitment. Thus, on April 3, 2023, we were pleased to conclude an agreement with the Tłı̨chǫ Government for the teaching of the Tłı̨chǫ language within the communities. By carrying out this initiative, the Tłı̨chǫ Government has enabled more people to access Indigenous language classes, train an instructor, and continue efforts to revitalize Indigenous languages.
Today, we can say that our collaborations with the Tłı̨chǫ Government, the Yellowknives Dene First Nation, and other community organizations, such as the Wek'èezhìi Land and Water Board (WLWB) and Bushkids, have borne fruit. The number of Indigenous languages students has grown from 16, in our first year, to 262 for the 2022-2023 academic year.
Rosie Benning is more than delighted with this enthusiasm:
"When I see how far we've come since the early days of the Collège to today, I am so happy and proud to see how Tłı̨chǫ courses benefit the communities!"
Patrick Arsenault, Executive Director of Collège Nordique, is often asked about the importance the Collège, a French-language post-secondary institution, places on collaboration with Indigenous communities:
"I think it's important for Collège Nordique to act for truth and reconciliation by leveraging its experience and strengths. As a cultural and linguistic minority, Francophones want to better understand the realities of Indigenous peoples through learning their languages and sharing cultures. Collège Nordique is proud to build bridges between Francophones, Indigenous Peoples, newcomers, and other community members."
The motivation of the students and the success of the courses give us great hope for the revitalization of Indigenous languages and encourage us to intensify our efforts to pursue our mission with even greater determination.
Testimonial from a student:
Jody Ann Zoe, a Tłı̨chǫ student from Behchokǫ̀ in the Northwest Territories, explains that she enrolled in this course to be able to hold a conversation with an elder : “I noticed that, in my community, not a lot of young people can speak the language, so I want to revitalize my language starting with myself.”
Testimonial from another student:
For the Dene Tłı̨chǫ author Richard Van Camp, who took the course virtually, his learning has profoundly transformed his family: "My mom was recently in town, and I was able to call her semǫ (my mom). We’d never done this before. At 51, my mom is helping me learn my 1 through 10s, and she is 71. I am living proof that it’s never too late to learn your language and take responsibility for your culture. For our child, Edzazii, to see and hear us practicing Tłı̨chǫ makes me so happy".
Immersive learning in Indigenous culture
As learning is at its best when it engages all our senses, our Indigenous languages courses are carefully designed for immersion in the culture, enriched by a variety of activities. In addition to their classes, learners take part in indoor and outdoor activities with Dene Elders who share their knowledge of the language and way of life.
A second step : contributing to reconciliation through sharing and immersion
Since 2019, we have implemented an intergenerational and intercultural twinning program between Tłı̨chǫ students and Dene Elders and Knowledge Keepers. This program has grown steadily and is attracting increasing interest from the students. For the spring 2024 session, we had over 14 registrations and the active participation of ten Elders and Knowledge Keepers.
Thanks to funding from Hotıì ts’eeda for health and well-being, introductory Tłı̨chǫ courses in the outdoors were launched in 2023 at Įtłʼǫ̀ School’s outdoor learning centre and continue today at Bushkids, where an Indigenous approach to teaching fosters learning rooted in the land and lived experiences. Nature becomes both a place of learning and a source of knowledge, allowing learners to deepen their cultural understanding while learning the language. Since their creation, these courses have also been offered at Mildred Hall School and in the trapper’s tent at St. Patrick and Weledeh schools.
During on the land activities, such as caribou hide tanning camps, students have the opportunity to witness first-hand the deep connection that Dene Elders maintain with the land. By practicing the language and listening to traditional stories, they immerse themselves in the vision of their world, and enrich their cultural understanding.
In 2023, we launched a partnership with YK1 to host a week-long tanning camp, combining language workshops for 6th-grade students with a public exploration of traditional caribou, elk and muskox hide preparation techniques. This collaborative initiative illustrates our dedication to revitalizing Indigenous culture through innovative educational projects.
Tłı̨chǫ language courses are just one example of how Collège Nordique is actively working towards decolonize and indigenize language teaching practices in the North. Students learning English and French as a second language, also have the opportunity to learn more about the lifestyle of Dene Elders, through organized activities such as ice fishing, fish scale art and workshops on local medicinal plants.
Other indoor activities include an introduction to the art of beading, moccasin sewing and learning through board games.
Additionally, Collège Nordique offers immersive Tłı̨chǫ language courses in partnership with the Yellowknife Public Library. These 10-week sessions are open to all and include fun activities such as board games and beading sessions, offering participants an enriching introduction to the Tłı̨chǫ language and culture, in a enjoyable setting.
These initiatives enrich our already culturally rich language program with local resources such as the Tłı̨chǫ language workbook Tłı̨chǫ Yatı̀ eyıts'ǫ Dǫ Nàowoò (Benning & Franki, 2022), the French workbook Rendez-vous Nordiques : langue et culture (Garcia, 2021), and the English workbook Meet Me Up North (Galarneau & Gonzalez, 2023). They reflect our ongoing commitment to Decolonizing and Indigenizing teaching practices in the North, while contributing to sustainable reconciliation within our Canadian communities.
For many, reconciliation is a responsibility that must be shared by all Canadians in order to learn to live together in harmony.
Longtime Yellowknifer Kim Nichols says:
“I experienced this as a non-Indigenous person who is employed by the territorial government. This type of programming is integral to building relationships within communities and gaining a better understanding of our context as settlers. Learning the language and culture helps us understand the local values and needs, as well as the barriers present when addressing these needs. I believe learning the language is a vital step in reconciliation with our past not just for Indigenous Peoples, but as responsible Canadians.”
Deepening Collège Nordique’s Commitment to Truth and Reconciliation
As Collège Nordique continues to grow and evolve, so too has its commitment to Truth and Reconciliation efforts in the Northwest Territories. Building on our longstanding work in Indigenous language revitalization, cultural learning, land-based education, and intergenerational mentorship, with community partners, we have developed new initiatives that deepen our relationships with Indigenous communities, Elders, Knowledge Holders, and partners.
Our approach is rooted in respectful relationships, collaboration, and learning alongside Indigenous communities, Elders, Knowledge Holders, and partners. 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. One example of how this approach continues to evolve is through creating more opportunities for language learning to take place on the land and within meaningful cultural contexts.
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.
The camp demonstrated the value of approaching Indigenous language revitalization as more than classroom instruction. Participants heard Tłı̨chǫ Yatıı̀ through prayer and stories, practised it through games and learning stations, used it in everyday interactions such as serving Elders, and 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. Participants particularly valued learning with Elders, storytelling, nature walks, cultural activities, language stations, and opportunities to live and learn on the land.
Elders’ feedback was especially strong. They valued the stories and teachings, opportunities to pass on teachings about Tłı̨chǫ language and culture, and the support provided by instructors and staff. They appreciated how language learning was connected to cultural knowledge and practical experiences, including activities involving language, songs, and time on the land. Their feedback highlighted the relational dimensions of the camp as one of its greatest strengths and strongly supported an approach that brings together Tłı̨chǫ Yatıı̀, Elders, land, culture, stories and hands-on learning.
The initiative was also an important capacity-building achievement. Its development began well before the camp itself, with project-management training for DCLP employees 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 collaboration brought together the strengths of the Tłı̨chǫ Government, Elders, instructors and camp staff with Collège Nordique’s support in project management, instructional design and coordination. Staff took on new leadership and teaching roles, adapted lessons throughout the week, and reflected together on how to strengthen future programming.
The experience has provided a tested foundation for future Tłı̨chǫ immersion initiatives. Most participants indicated that they wanted to continue learning, including through conversations with parents, grandparents, Elders, family members and friends and by incorporating Tłı̨chǫ words and phrases into everyday life.
The camp represents another step in supporting Indigenous language revitalization through partnership, intergenerational learning, cultural knowledge and relationships with the land. At the same time, our partners are exploring how these principles can be carried into longer-term, recognized post-secondary pathways for Indigenous language learning.
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 Government of the NWT (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 NWT. The collaboration brings together community and cultural knowledge, pedagogical expertise and post-secondary institutional capacity, with partners expressing strong engagement and a shared commitment to advancing Indigenous language revitalization.
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.
These conversations about the future of Indigenous language education are also part of a much broader dialogue taking place across the North about how communities and institutions can learn from one another and work together.
Connecting Indigenous and minority language communities across 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.
ndigenous and minority voices and experiences were woven throughout the gathering. Opening ceremonies led by Tłı̨chǫ Elder, Rosa Mantla, and Inuit Elder, Rassi Nashalik set the tone for the gathering, 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.
The Forum also provided a space to consider the future of Indigenous language education. A panel on collaborative post-secondary approaches explored how Indigenous language revitalization could move further into accredited post-secondary education, while connecting fluency with employment, immersion and stronger institutional presence for Indigenous languages.
Another important outcome was the opportunity for Indigenous and minority language communities to learn across regions and from one another, while affirming that Indigenous language revitalization must remain community-led and self-determined. Participants discussed collaboration, community ownership, intergenerational transmission, broadcasting and interpretation, language technologies, cultural data sovereignty, and the importance of ensuring that languages are used in everyday life rather than only preserved or studied.
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 UArctic 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 initiative has already generated broad support. The proposal brought together partners from Northern communities and organizations as well as post-secondary institutions in Canada and internationally. Letters of support emphasized the value of sustained collaboration grounded in Indigenous knowledge systems, community partnerships and Northern self-determination.
The network aims to move this collaboration into action through international forums and webinars, mentorship and leadership development, joint courses and training, exchanges of promising practices, 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. It also recognizes the expertise developed through years of collaboration with Indigenous communities and partners and creates new opportunities to learn from, and contribute to, language revitalization efforts across the circumpolar North.
As these partnerships and initiatives grow, they also reinforce the importance of continuing to build knowledge and expertise within Collège Nordique itself.
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 would not have been possible without the generosity, guidance, and knowledge of the many people who have supported this learning journey. Rosie extends her deepest gratitude to all her Tłı̨chǫ language teachers for sharing their language and cultural knowledge with patience and generosity, as well as to the Elders and Knowledge Holders whose stories, wisdom, and guidance continue to ground the work. She is also deeply grateful to partners at the Tłı̨chǫ Government’s Department of Culture and Lands Protection, particularly Tammy Steinwand-Deschambault and Jacynthia Rabesca, and to the Collège Nordique team for their openness to learning, collaboration, and reflection around decolonizing education. She is equally grateful to her professors and fellow students in the MILR program at the University of Victoria, whose knowledge, perspectives, encouragement, and shared learning enriched her journey and continue to inform her work. 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).
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. Participants are also encouraged to reflect on their own professional practices and identify concrete actions that can contribute to respectful, inclusive educational environments that support reconciliation.
The workshop was co-facilitated by Dr. Angela James and Rosie Benning, bringing together expertise in Indigenous education in the Northwest Territories, Indigenous language revitalization, language education, and program development. The aim was 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 two people together around a cultural activity. Others connect communities, governments, or 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.
