Hazǫǫ̀ Tłıchǫ Yatıı̨̀ Hoghàdets’etǫ: A community-based approach to learning Tłıchǫ yatıı̨̀ online
Date
2026
Authors
Benning, Rosie
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Abstract
As Indigenous communities continue to strengthen, revitalize, and promote their languages, there is an urgent need for accessible, culturally grounded learning opportunities. This Indigenous language revitalization project responds to this need through the design of an asynchronous Tłı̨chǫ language online course grounded in community collaboration and Indigenous methodologies. Developed in partnership with Tłı̨chǫ Elders, Knowledge Holders, educators, and learners, the course supports language reclamation and revitalization for diverse learners, including community members within and beyond Tłı̨chǫ communities, as well as non-Indigenous allies. The flexible asynchronous format increases accessibility for teachers, students, government employees, and independent learners, while maintaining structured engagement through a 14-week, 42-hour program facilitated by instructors who provide ongoing feedback and support.
Guided by an Indigenist research paradigm and community-based language research, the course is rooted in Tłı̨chǫ values, relational accountability, and culturally grounded ways of learning. It emphasizes not only language acquisition but also the strengthening of identity, community connection, and intergenerational knowledge transmission. Grounded in land-based and community-centered approaches to learning, this course model also offers a framework that can be adapted by other Indigenous language communities seeking to develop accessible, culturally relevant online language learning programs.
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Keywords
Tłı̨chǫ yatıı̀, Indigenous language revitalization, asynchronous online learning, task-based language learning, land-based education, Indigenous