Under a grant from the Henry Luce Foundation, the Luce Indigenous Knowledge Fellowship promotes intellectual leadership in Native American communities by supporting outstanding Native Americans who hail from a wide variety of fields and who utilize different modes of expression in communicating their knowledge and work.

The goal of the fellowship is to identify, support and convene Native American knowledge holders and knowledge makers who embody exceptional creativity and progressive and critical thinking, and who have the potential to significantly move forward their fields in ways that will ultimately lead to broad, transformative impacts for Native communities and beyond. Core to this program is supporting Native individuals who are engaged in the creation and dissemination of knowledge that advances their respective field or area of expertise.

For this fellowship, Native intellectual leadership is defined broadly and includes cultural leaders, media makers, scientists, health professionals, academics, curators, artists, writers, and policy makers, among others. The work of these leaders takes many forms, including journalism, visual art, film and video, speeches or sermons, educational curricula, music or theater, formal scholarship or research, public health strategies, legal arguments, fiction, and policy analysis.

Apply for the 2021 Luce Indigenous Knowledge Fellowship. The application period opens September 10, 2020, and ends October 22, 2020. Learn more.

Photo courtesy of http://commons.wikimedia.org

Learn how to talk about fall cranberries in our September 2020 Native word of the month. Hąį’ęę to Allan Hayton for the translation.

Trahkyaa = High bush cranberries

Khaiits’a’ dai’, trahkyaa lei kwaii tr’aahtsii. = In the fall time we pick lots of high bush cranberries.

Gwich’in

For more translations, view our Native word of the month archives on the Foundation website.

We also invite you to access free online language-learning lessons by signing up for Doyon Languages Online! We currently have lessons available for HolikachukDenaakk’eBenhti Kenaga’ and Gwich’in, as well as a special set of Hän lessons based on the work of the late Isaac Juneby. All interested learners may sign up and access the courses at no charge – sign up today!

The Catching the Dream (CTD) Scholarship’s objective is to recognize and reward outstanding student achievement. CTD aims to help improve the quality of life in Native American communities through the higher education by providing scholarship funds for students who demonstrate academic achievement, leadership, determination to succeed, and the desire to return to their communities and help others realize their dreams.

Application Deadline:

• September 15, 2020

Award Amount:

• Varies

Eligibility

• Must be enrolled in a Federally Recognized Tribe (CIB must come directly from the Tribe)

• Three Letters of recommendation

• Must be full-time student at credited college or University

• Must be seeking B.A. or higher

• Completed form must be mailed (fax or email will not be accepted)

For all other requirements and additional questions please click HERE.

127_Board Seat Promotion-General_FB-IN

Apply by October 9, 2020

Doyon Foundation is currently seeking candidates for three open seats on its board of directors. The seats are for three-year terms, expiring in 2023. The deadline to apply is Friday, October 9, 2020, at 5 p.m. The online application is available at www.doyonfoundation.com.

“I serve on the Doyon Foundation board to give back to the organization and my community,” shared LaVerne Demientieff, who serves as vice president of the Foundation board. “I received numerous scholarships from Doyon Foundation during my many years of schooling and I am extremely grateful for their support. I also am an educator and work closely with students and I want to advocate and support them the best I can and Doyon Foundation aligns with this goal nicely.”

Qualifications

Candidates seeking election to the Doyon Foundation board must be:

  • A Doyon, Limited shareholder
  • 18 years of age or older
  • Familiar with the Foundation’s vision, goals, mission and purpose
  • Committed to carrying out the roles and responsibilities of a board member, which are detailed below

Doyon Foundation is specifically interested in candidates with experience in accounting, higher education, information technology, language revitalization, nonprofit governance and operations, portfolio management, vocational education, and/or workforce development. While these skills are preferred, candidates are not required to have experience in these areas, and all qualified and interested candidates are encouraged to apply. Additionally, candidates residing in a rural community within the Doyon region are especially encouraged to apply. Please note that, as some board work is conducted remotely, computer and online access is strongly encouraged.

“I think it is important to give back to the organization that provided scholarships that enabled me to finish both of my degrees while I was a single mom,” shared Jennifer Adams, Foundation board member. “I most enjoy the development of Doyon Foundation’s language revitalization programs. Doyon Foundation is doing important work to preserve our Native languages, which in turn helps us preserve our cultural knowledge. Preserving and furthering our cultural knowledge helps us all be healthy Native people who are grounded, healthy, proud and strong.”

Important Notice

Please note that, under federal laws governing private foundations, family members of Doyon Foundation board members are NOT eligible to receive a Doyon Foundation basic or competitive scholarship during their term on the board. Family members are defined as the board members’ spouse, ancestors, children, grandchildren, great-grandchildren and the spouses of children, grandchildren and great-grandchildren.  

Current Doyon Foundation scholarship recipients are also not eligible to serve on the board.

Role and Responsibilities

The role of a Doyon Foundation board member includes:

  • Defining and overseeing the Foundation mission and keeping it relevant to the needs of our community
  • Approving programs and services and monitoring their effectiveness
  • Providing strategic guidance to the organization and the executive director
  • Ensuring financial solvency and helping raise resources
  • Selecting, supporting and annually evaluating the executive director
  • Ensuring continuous board improvement
  • Upholding the mission, vision and values of the Foundation
  • Contributing skills that help the Foundation make progress on planning
  • Consistently working toward and producing results related to the Foundation’s strategic focus areas, which include providing consistent measurable results, diversifying and growing revenue streams, increasing shareholder educational opportunities, enhancing operations, and revitalizing languages and traditional Native values

Foundation board members commit to:

  • Attend quarterly board meetings
  • Participate in the board’s annual retreat
  • Help to organize and participate in a staff recognition event
  • Attend the annual membership meeting
  • Participate in at least one board training event and an annual evaluation to identify ways in which the board can improve its performance
  • Serve on two board committees (standing or ad hoc)
  • Complete committee and board work outside of meetings
  • Represent the Foundation at various events
  • Speak on behalf of the Foundation at events, if asked
  • Make an annual personal gift that is meaningful and significant
  • Understand the board member roles and responsibilities and become sufficiently knowledgeable about the organization and its operations to make informed decisions
  • Read the materials sent to the board and come prepared to board and committee meetings
  • Arrive at meetings on time and stay for the full agenda, unless the board or committee chair has been notified in advance
  • Ask for clarification on any matters or material, as needed, before making a decision
  • Listen carefully to other board members and staff with an open mind and an objective perspective
  • Actively work toward decisions and solutions that are in the organization’s best interests
  • Respect the confidentiality of the board’s business
  • Make an effort to regularly check in with the executive director
  • Read the board manual and be familiar with its contents
  • Commit to one of three optional responsibilities, including volunteering at a Foundation fundraising or outreach event; being an ambassador and speaking at a community engagement; or attending a Foundation-hosted event

“I love the mission of the organization,” Demientieff said. “It aligns with my goals to increase individual, family and community well-being. I also am grateful to be a part of decision-making processes that are based on our traditional values and ways of life.”

Application Instructions/Deadline

Applications are accepted using an online form. The form does not take long to fill out and candidates are able to upload resumes and/or other materials.

Please note that candidates are required to submit an updated resume along with their completed application.

It is highly recommended that candidates familiarize themselves with the Foundation and its work by reviewing the Foundation’s website, blog and social media channels, including Facebook, Instagram, Twitter, YouTube and LinkedIn, prior to submitting an application.

The deadline to apply is Friday, October 9, 2020, at 5 p.m.  

For more information, please visit doyonfoundation.com or contact Doris Miller, Doyon Foundation executive director, at 907.459.2048 or millerd@doyon.com.

177_Alumni Drive Promotion_v1_FB-IN

Complete our short survey to be entered to win

Are you Doyon Foundation alumni? If you’ve received a Doyon Foundation scholarship in the past, we want to hear from you! Please take a couple minutes to complete our short alumni survey.

As a thank you for your time, all alumni who respond by Friday, September 25 at 5 p.m. will be entered in a random drawing to win one of the following prizes:

Your participation will help us understand where our alumni are today and how your education helped you get where you are now. It also allows us to connect with our alumni and stay in touch on Foundation news and opportunities to engage and support current and future students.

As part of the survey, you will have the opportunity to sign up for text and/or email updates from the Foundation, and connect with us on social media. You can also choose if you would like to participate in an upcoming alumni profile, which are featured on our website, blog and social media channels.

We look forward to hearing from our alumni, and thank you in advance for taking our alumni survey and sharing it with other alumni you know!

The Alaska Policy Frontiers course through UAA College of Business and Public Policy is offered online and can be taken by anyone anywhere in Alaska. It is a graduate course but I waivers are provided for undergraduates. No class will be more than four hours long in the new format. This class, taught by Willie Hensley, provides a panoramic picture of Alaska’s history, economics and cultures moving from the Russian Era to the American period and into the modern challenges in energy, mining, state fiscal policy, boarding schools, CDQ fisheries, Native land claims and pipeline operations. It is also approved for the Alaska history/culture requirement for new teachers so this gives them an option to take it during the school year and not have to give up time in our short summers!

For information and registration assistance, call 786-4171 or email jeburton@alaska.edu.

APF Syllabus Fall 2020 temp.docx

Flyer- Alaska Policy Frontiers Fall 2020 Final.docx

 

176_2020YearbookPromotion_blog

Meet the Doyon Foundation Class of 2020 in our interactive 2020 Graduate Yearbook! We also invite you to join us in congratulating this year’s graduates by commenting on Facebook or Instagram and tagging #DFGradLove.

 

 

Our August 2020 Native word of the month features phrases that celebrate the bounty of the upcoming fall season in Dihthaad Xt’een Iin Aanděeg’ (Tanacross) and Deg Xinag. Tsín’ęę, dogidinh, thank you to our speakers Irene Arnold Solomon and Edna Deacon.

Tanacross photo

 

Noxłuu de jah jeg tniitsiig’. = Fall time is when the blueberries ripe. (Dihthaad Xt’een Iin Aanděeg’/Tanacross)

 

 

Speaker: Irene Arnold Solomon

 

Deg Xinag

Lighan ilax tux niłyagh vitux gidendlningh. = Silver salmon come when blueberries are beginning to ripen. (Deg Xinag)

 

Speaker: Edna Deacon

 

For more translations, view our Native word of the month archives on the Foundation website.

We also invite you to access free online language-learning lessons by signing up for Doyon Languages Online! We currently have lessons available for HolikachukDenaakk’eBenhti Kenaga’ and Gwich’in, as well as a special set of Hän lessons based on the work of the late Isaac Juneby. All interested learners may sign up and access the courses at no charge – sign up today!

 

172_DLO Language Champion Promotion_KARMA_FB-INLearning the Hän language has been my passion since I was 15”

Karma Ulvi is chief of the village of Eagle, a community occupied for thousands of years by the Hän people on the south bank of the Yukon River near Canada. Karma is the daughter of Bertha Paul of Eagle and Dana Ulvi of Walnut Creek, California, and Eagle. Karma’s maternal grandparents are Susie Paul of Old Crow and Louise Paul of Eagle; her paternal grandparents are Milton and Patricia Ulvi of Walnut Creek, California.

As she pursues her commitment to the Hän language, Karma acknowledges the language revitalization efforts of her mother, Bertha, a member of the Eagle Village Council, and Ethel Beck and Ruth Ridley, who are Karma’s aunts. “I love them all very much,” Karma said.

A community health practitioner who serves as chief of the village of Eagle, Karma Ulvi believes that when Alaska Native people speak and read their language, ties to tradition and culture grow stronger. She’s eager to have Hän language conversations with her mother and aunts because, as her mother likes to say, things are just so much funnier in Hän.

“They’ll teach me things when we’re together,” Karma said, noting that Ruth Ridley, her aunt, can read and write Hän. “Learning my Hän language has been my passion since I was 15 years old.”

In her role as village chief, Karma was awarded a grant from Hungwitchin Corp. in Eagle to develop projects for Hän language learning. In addition to a stakeholder meeting planned for August, Karma is at work on a literacy class to underscore her commitment to helping people learn to read and write Hän.

“I would love to learn the literacy aspect,” Karma said. “I believe this is the tool needed to open the language.”

With her mother and aunts, Karma has done recordings in Hän for Doyon Language Online, a project of Doyon Foundation. The project is developing introductory online lessons for Holikachuk; Denaakk’e (Koyukon); Benhti Kenaga’ (Lower Tanana); Hän; Dinjii Zhuh K’yaa (Gwich’in); Deg Xinag; Denak’i (Upper Kuskokwim); Nee’anděg’ (Tanacross); and Née’aaneegn’ (Upper Tanana). Karma’s goals include working with Doyon Language Online to teach Hän.

She plans to combine time away from duties with the Eagle Village Council with leave from her work as a health aide to pursue grant writing to fund more outlets for people to speak, read and write Hän. And while grant writing and managing are a challenge, Karma wants to build on her ability to organize people and resources.

“I hope we can get everyone together and work together to save our language,” she said. “I’ve wanted to work with the language for so long. Now I’m finally in a place where I can.”

About Doyon Languages Online

Through the Doyon Language Online project, Doyon Foundation is developing introductory online lessons for Holikachuk, Denaakk’e (Koyukon), Benhti Kenaga’ (Lower Tanana), Hän, Dinjii Zhuh K’yaa (Gwich’in), Deg Xinag, Dinak’i (Upper Kuskokwim), Nee’anděg’ (Tanacross) and Née’aaneegn’ (Upper Tanana). The project officially launched in summer 2019 with the first four courses, now available for free to all interested learners.

Doyon Languages Online is funded by grants from the Administration for Native Americans (ANA) and Alaska Native Education Program (ANEP).

About our Language Champion profile series

As Doyon Foundation continues to grow our language revitalization efforts in the Doyon region, we believe it is important to recognize people who are committed to learning and perpetuating their ancestral language. We are pleased to share some of these “language champion” profiles with you.

If you know a language champion, please nominate him or her by contacting our language program director at foundation@doyon.com. Language champions may also complete our profile questionnaire here. You may learn more about our language revitalization program on our website, or sign up to access the free Doyon Languages Online courses here.

Help your student get ahead by encouraging them to apply for ANSEP’s full-time Acceleration Academy. Students learn valuable life lessons and study skills that will put them on the path to success in their chosen career field. Find out all about the application process: https://bit.ly/319ijtV.

131_Student_Promotion_LillianBorroughs_FB-IN“Doyon Foundation scholarships allowed me to focus on becoming the best nurse I can

Lillian Mandregan-Burroughs is the daughter of Joanna and Robbin Hams of Nebraska. Her biological father is Macarius D. Mandregan, Sr. of St. Paul Island. Lillians maternal grandmother is Lillian Evans and her great-grandmother is Sally Woods Hudson of Rampart. Lillians maternal grandfather is the late Ronald Long of Colorado. Paternal grandparents are Ludmilla (Bourdukofsky) Mandregan and Tracy Mandregan of St. Paul Island. 

Lillian is a member of the Fairbanks cohort in the bachelors degree nursing program at the University of Alaska Anchorage (UAA). Shes a member of the Class of 2021. Lillian is a certified nursing assistant who has worked the past 13 years at Denali Center, a short- and long-term care unit in Fairbanks. 

Doyon Foundation: You’ve said that enrolling in the UAA nursing required a leap of faith. How did that come about?

Lillian Mandregan-Burroughs: I originally started my college education in 2006. Life happened and I ended up enjoying my time as a nursing assistant, becoming a wife and mother, buying a home and becoming comfortable where I was. But it’s never too late to pursue your passion if you’re willing to work for it.

My parents and Elders at work continued to urge me to pursue nursing. I cut my hours at work, studied a lot and soon found myself in the UAA School of Nursing, Fairbanks cohort. The hard work and countless study hours helped me pursue my dream. I had not planned on a pandemic during nursing school!

DF: Surely that’s been among the biggest hurdles you’re facing on the way to Graduation Day.

LMB: Nursing school is very challenging — its high standards require much more studying than I’d ever done before. Add Covid-19 into the mix and I’ve become a teacher for my children and myself.

To continue achieving good grades and advance myself, I’ve studied harder than ever. I hope to complete summer and fall semesters without any hitches.

DF: How have Doyon Foundation scholarships helped?

LMB: Doyon Foundation helped lessen the financial burden of nursing school through basic scholarships. I was able to focus on becoming the best nurse I can, rather than worry how I’ll come up with tuition and money to pay bills. Doyon Foundation scholarships allowed me to avoid needing student loans, which would have deterred me from accepting a seat in the School of Nursing.

DF: Your work at Denali Center and in the community sound like valuable experience for nursing, where you’ll be called on to connect with all kinds of people.

LMB: Yes. I’ve been a member of Two Rivers K-8 Parent Teacher Association for three years, including the first two years spent as the PTA secretary. Being in PTA allowed me to be involved in planning events for my children’s school and the Two Rivers community.

I love learning from and working with Elders. And I enjoy spending time with family, gardening, sewing, and caring for critters on my hobby farm.

We are always looking for inspiring students to share their stories! If you would like to be featured in an upcoming student profile, please complete our student profile questionnaire. If you would like to nominate a student for a profile, please contact us at 907.459.2048 or foundation@doyon.com.

BOZEMAN, Mont. — Backed by $2.5 million in new federal grant funding, Montana State University plans to offer full-ride scholarships to American Indian and Alaska Native students who enroll in its College of Nursing. 

See more at https://tinyurl.com/y43galce.

Tohono O’odham Community College is excited to announce that they will continue Free Tuition for all Native American students for the Fall 2020 semester. Students will be required to provide proof of tribal enrollment to be eligible for free tuition.

95% of courses will be delivered in an online format.

Non-Native Students can enroll at our low tuition rate of $34.25 per credit hour.

All Students will be responsible for the cost of books and fees.

Please visit their website, tocc.edu, to apply to be a student and register for classes.

For questions, please contact: Admissions@tocc.edu or 520-383-8401.

Non-Native Students can enroll at our low tuition rate of $34.25 per credit hour.

All Students will be responsible for the cost of books and fees.

Please visit their website, tocc.edu, to apply to be a student and register for classes.

For questions, please contact: Admissions@tocc.edu or 520-383-8401.

Our July 2020 Native word of the month features a fun video made by Deloole’aanh Erickson, Dewey Kk’ołeyo Hoffman (with daughter Telele Iŋmaġana), Kimberly Me’enh Nezoonh Nicholas, and Anna Nelaatoh Clock.

Baahaa Nek’edenledegee = Pencil

Denaakk’e

Click the image below to view our July Native word of the month video!

July NWOM

For more translations, view our Native word of the month archives on the Foundation website.

We also invite you to access free online language-learning lessons by signing up for Doyon Languages Online! We currently have lessons available for HolikachukDenaakk’eBenhti Kenaga’ and Gwich’in, as well as a special set of Hän lessons based on the work of the late Isaac Juneby. All interested learners may sign up and access the courses at no charge – sign up today!

172_DLO Language Champion Promotion_GeorgeHolly_FB-IN“Dina xiyo ngitlith: Our thoughts are powerful”

An artist and songwriter who grew up in Ts’eldahthnu (Soldotna) on the Kahtnu (Kenai) River, George Holly is a content coordinator with Doyon Languages Online whose learning is guided by the wisdom of Chief Peter John: “God has given us each a language to praise Him with.”

George’s parents are the late Joanne Holly of Holy Cross and the late George Holly, Sr., who came to Anchorage, Alaska, when he was 11, in 1951. George’s maternal grandparents are the late Nick and Nellie Demientieff of Holy Cross. Nellie Demientieff grew up in Anvik and together Nick and Nellie raised 10 children, including Sam Demientieff, Irene Catalone, Sugar Merculieff, Tiny Devlin and Lolly Demientieff.

George is the owner of Holly House, a guest house on the Kenai River. His language is Deg Xinag, the language of Alaska Native people of the Lower Yukon and Innoko Rivers.

Doyon Foundation: Take us back to early days of learning your language. Who and what inspires you?

George Holly: My first language teacher and mentor was Ellen Savage, wife of my grandpa’s first cousin, Pius Savage. I was 24 years old when Ellen taught me my first words. She took my hands into hers and told me to never let her words fall from me.

I learned from Ellen that language can be what she would call dinayetr — our breath — and what she’d refer to simply as the good life. I’ve learned that language is not only a vehicle of communication but a good work. It affirms community life, service and time-tested generational experience for good thought.

DF: In addition to providing learning units since joining Doyon Languages Online last year, you remain a diligent student of Deg Xinag. How do the two roles fit together?

GH: I’ve been learning my language for 25 years, sometimes through weekly distance education classes, sometimes listening to and studying the printed text of oral histories, and sometimes through university courses or language development institutes. In 1999 I moved to Shageluk, near Holy Cross in our cultural area of Western Alaska, to be nearer to speakers of Deg Xinag. I stayed nine months.

My teachers have included many Elders, among Deg Xit’an people and also Tlinglit and Dena’ina people. I’m amazed to hear the same spirit of loving guidance in each. (When performing at Camai a few years back, I heard Yup’ik Elders speak to their dance groups backstage and was stunned to hear that same uplifting and ennobling speech there. We all share it.) The Elders pass down what they had learned about life from their own “old people” about community traditions and right living with the world.

DF: That seems like your main point — that language is much more than getting across our thoughts.

GH: Learning and speaking one’s language has the potential to open things inside you, connect you in untold ways to the prayers and hopes, joys and knowledge of those who came before.

DF: You stress the value of listening when it comes to language learning.

GH: Listening, doing activities in the language, being open to what’s being said — these have all helped me learn my language. And working with kids. “Going North Song” and “The Squirrel Love Song” and “Naqanaga” are some of the songs I’ve written being sung across the state and the Yukon Territory.

Growing up outside of my cultural region I didn’t take part in much of the ceremonial life of our community. But I’m Deg Xit’an — one of “the local people” — and I’ve joked that it means wherever I was, I was one of the locals. It works to take part in the local life— supporting the local language is something needed, necessary and good.

How can you say you really lived in a place or really loved a place if you haven’t heard, supported, loved and spoken the language of a place?

DF: You are a talented songwriter; “Naqanaga (Our Language),” “Chenh ditr’al iy (Until We See Each Other Again)” and “Ani Chonh Igili’eyh (Over the Rainbow in Deg Xinag)” are some examples of songs you’ve worked on. What role do you feel music plays in language learning?

GH: I feel strongly about using my talents to support language revitalization. I write music for schools, with teachers, students in small groups and individuals – all with local language. Lorna Vent from Huslia said “music is for building a spirit.” I write music to help build that spirit and the intangibles to experience language in a personal way. Students I’ve worked with usually like to try to add more Native language once they feel it for themselves. 

DF: Where does your work with Doyon Languages Online fit in to your goals as a language learner?

GH: Distance is a big challenge when it comes to being among speakers, learning the language and using it frequently. When I travel anywhere I try to visit places where I know language learning is happening and spend good time with folks.

Helping people overcome these challenges by developing units to people have online access to our language is part of why working for Doyon Languages Online has been so poignant and purpose-driven for me.

DF: You want to become more methodical about language learning. What would that look like?

GH: I’d like to learn more about moving beyond working with individuals. For instance, what can be done so that language takes on more life in a family context? How can culture camps and weekly or monthly or quarterly community events support intergenerational interaction in the language?

How could parents be empowered to use the language with their young ones and other family members? And since kids learn so quickly, how might roles be maintained when a child advances faster than adult family members? How can a social environment be built and supported so that local language use is favored and preferred?

Moreover, regarding language in groups: How does a community experience hope?

I believe the arts help in this area.

These are things I’d like to address. There’s so much to learn and share. Ting getiy dixet’a. Xogho ntr’ixetonik. The trail is awfully rough. We’ll work at it together.

DF: Any closing thoughts?

GH: When it comes to involving Elders working on Doyon Languages Online, Edna Deacon and Jim Dementi deserve mention. It wouldn’t happen without them. And I thank Doyon Foundation for the confidence it has in my role with Doyon Languages Online.

My language learning efforts are dedicated to Ellen Savage, my first teacher, and in memory of my dear folks who allowed me to be a person in my own skin and who were and are such encouragers of art and “the good life.” Dogidinh, xisrigidisddhinh sidithnaqay neg! “Thank you, I’m grateful, my dear parents!”

About Doyon Languages Online

Through the Doyon Language Online project, Doyon Foundation is developing introductory online lessons for Holikachuk, Denaakk’e (Koyukon), Benhti Kenaga’ (Lower Tanana), Hän, Dinjii Zhuh K’yaa (Gwich’in), Deg Xinag, Dinak’i (Upper Kuskokwim), Nee’anděg’ (Tanacross) and Née’aaneegn’ (Upper Tanana). The project officially launched in summer 2019 with the first four courses, now available for free to all interested learners.

Doyon Languages Online is funded by a three-year grant from the Administration for Native Americans (ANA), awarded in 2016, and an additional three-year grant from the Alaska Native Education Program (ANEP), awarded in 2017.

As Doyon Foundation continues to grow our language revitalization efforts in the Doyon region, we believe it is important to recognize people who are committed to learning and perpetuating their ancestral language. We are pleased to share some of these “language champion” profiles with you.

If you know a language champion, please nominate him or her by contacting our language program director at haytona@doyon.com. Language champions may also complete our profile questionnaire here. You may learn more about our language revitalization program on our website, or sign up to access the free Doyon Languages Online courses here.