May 2021


“Thank you so much for your academic support of Alaska Native students!”

– Core LePore

In honor of our upcoming 2021 Morris Thompson Memorial Golf Classic, we’d like to introduce you to one of our amazing Morris Thompson competitive scholarship recipients: Cory LePore. This is the latest in our series of student profiles highlighting our 2020 – 2021 Morris Thompson students and honoring their hard work and achievements, leading up to the event on June 17. For 20 years, the Morris Thompson Memorial Golf Classic has raised money for student scholarships while honoring the memory of inspirational Native leader, the late Morris Thompson.

Cory LePore is currently an MBA student with a finance concentration at Alaska Pacific University, and will be completing his program this summer. Previously, Cory earned an undergraduate degree in economics from the University of Alaska Fairbanks (UAF) in 2018, and received his master of arts degree in economics from the University of Hawaii Manoa in spring 2020. He is a member of the International Economics Honor Society, which recognizes scholastic achievement. Originally from Bethel, Cory is the son of Cory LePore, Sr. and Cindy LePore, both of Bethel. His maternal grandparents are Beverly Turner and Thaddeus Tikiun, both of Holy Cross.

Doyon Foundation: Congratulations on receiving your master’s in economics last spring. What attracts you to that field?

Cory LePore: Our world has many economic challenges that we’re facing daily and the fact that there’s no one correct way to approach those problems is so fascinating. Studying economics provides me with skills to make an impact on those problems throughout my lifetime.

DF: Economics is famous for being a difficult field, one that requires good ability in math and statistics as well as an understanding of human behavior.

CL: My biggest challenge has been trying to find my proper way to study. I found myself trying to cram math material into my brain the night before an exam and I ended up doing subpar.

I was in my first year as undergraduate at UAF when I found a way to study that suited me. I realized I’d have to dedicate more time and effort. I tried breaking my study time into several days, usually starting a week before an exam, and then study a couple of hours a day. I saw a massive change for the better in my grades.

I found this approach by trying all sorts of study techniques. I tried studying in a group and using flash cards. I’d read and research different strategies online.

DF: Your advice to other students is to remember that teachers and advisers are there to help. How did you learn this lesson? Why do you think so many students overlook these sources of help?

CL: I think they’re afraid. Students tend to think that teachers are there to teach and that’s it. But in reality, most teachers love when you interact with them outside of class. It shows you’re willing to challenge yourself and that you really want to learn the topic.

DF: Other than finishing your MBA this summer – an incredible accomplishment – what’s next for you?

CL: I am actually working full-time with Alaska USA as a financial analyst! I will probably be in some sort of financial position in the near future. 

DF: How did Doyon Foundation scholarships help you?

CL: I was able to just take my classes and focus on school. Doyon Foundation scholarships freed up so much of my time and stress by allowing me to not have to work full time while in school.

Thank you so much for your academic support of Alaska Native students. It’s very much appreciated!

Named in honor of the late Morris Thompson, former president and CEO of Doyon, Limited, the Morris Thompson scholarship, awarded by Doyon Foundation, has helped more than 200 students forward their education. The annual Morris Thompson Memorial Golf Classic raises money for this competitive scholarship fund. The 20th annual golf classic will take place Thursday, June 17, 2021, in Fairbanks. There are many opportunities to support the event as a sponsor, golfer or volunteer; to learn more and get involved, visit the Foundation website or contact golf@doyon.com.  

“There is no greater joy than watching children have fun learning their language”

Susan Paskvan se’ooze’ dehoon Denaakk’e hełde K’etsoo seeznee. Sedełnekkaa Eliza yeł Benedict Jones, Sr. hebe’ooze’. Eenaa’e bedełnekkaa setsoo kkaa Josie yeł Little Peter yeł hegheelaa’ee. Eetaa’e bedełnekkaa setsoo kkaa Jessie yeł Harry Jones yeł Andrew Edwin yeł hegheelaa’ee. Toneedze gheltseełne hʉt’aan eslaanh. Meneelghaadze T’oh hʉts’e tsaadaanslet ts’uh Fairbanks lesdo. Seyełledoyee Steve Paskvan. Keel kkaa neeteehne hoolaanh. Jason yeł Adam yeł hebe’ooze’. Denaakk’e yeł Benhti Kokht’ana Kenaga’ hedohʉdege’eeh dehoon hedok’ʉhdeł’eeghenh eslaanh.

My name is Susan Paskvan while in Denaakk’e they call me K’etsoo. My parents are Benedict and Eliza Jones. My mom’s parents are my late grandparents Josie and Little Peter. My dad’s parents are my late grandparents Jessie Edwin and late grandfathers Harry Jones and Andrew Edwin. I am of the Middle of the Stream Clan. I am from Koyukuk but live in Fairbanks. My husband is Steve Paskvan. We have two sons. Their names are Jason and Adam. I am learning Denaakk’e and Benhti while I am also a language teacher.

K’etsoo Susan Paskvan is the Native language coordinator for the Yukon-Koyukuk School District (YKSD), comprising a correspondence program and 10 village schools that dot the Yukon, Koyukuk and Tanana river systems. A Doyon Foundation scholarship recipient, Susan graduated from the University of Alaska Fairbanks (UAF) in 1988 with a bachelor’s degree in business administration and is pursuing a master’s degree at UAF in linguistics and Alaska Native languages. She was awarded a shareholder of the year award from Doyon, Limited and the Alaska Federation of Natives for dedication to heritage languages.

The YKSD serves an area larger than Washington state and encompasses three Alaska Native languages: Denaakk’e, Denaakk’a and Inupiaq. Eight village schools are off the road system. Virtually all children enrolled in the village schools are Athabascan. Susan’s languages are Benhti Kokhut’ana Kenaga’ (Lower Tanana) and Denaakk’e (Koyukon).

Doyon Foundation: How did your language learning begin? How did it become your life’s work?

K’etsoo Susan Paskvan: When I was growing up, we learned household words and phrases – nok’eedonh for “time to eat,” and onee’ “come here.” Then at UAF I took two years of language classes with my mother, so I gained a lot of vocabulary and a strong foundation in the grammar of our language. In 1999, I started as an apprentice with Madeline Williams and my sole job was to learn Denaakk’e with her for two years. I learned how to listen and to practice though my ear instead of writing things down all the time.

I led a summer institute for three years at UAF for teachers and that led to my YKSD job in 2003. I work with a language team, including teachers and Elders, and develop curriculum based on what the team wants the children to learn. The team decided what the children should learn to say in both Denaakk’e and Benhti for the workbook that we developed. I teach classes in 18 different classrooms across the YKSD region. Before pandemic restrictions, I traveled to each of the 10 village schools at least once every semester.

DF: You’re also committed to language beyond the classroom. How did that come about?

KSP: My hope is to get language revitalization going in the community, within tribes and with parents. With only 30 minutes a day for language learning in the classroom, it’d take a long time to become fluent.

I’ve learned that adults want to know at least two things: How to introduce themselves in the language and how to sing the traditional memorial songs. The songs are composed to honor a deceased loved one and sung at a memorial potlatch. Some of the old songs have “high language,” full of poetry, riddles and metaphors. Instead of saying, “He was a good hunter,” the song might say, “He laid down his bow and arrow here,” alluding to the place where he camped and hunted.

Memorial songs are meant to lift you up. It’s a great source of cultural pride when people can sing their traditional songs. To help with that, I’ve done workshops in the villages to get those songs recorded, transcribed and translated. We have a nice collection and hope someday to publish a songbook. I’ve also made the audio files available and digitized them for CDs.

DF: So much of your dedication stems from the work of your mother, Eliza Jones, the University of Alaska teacher of Denaakk’e, and your aunt, Madeline Williams of Hughes, the Tanana Chiefs Conference teacher whom you apprenticed with. What is the role of venerated Elders like your mother and aunt in language learning today?

KSP: The Elders have always told me, “Never give up.” They understand that passing on the language depends on people being encouraged to pick it up. “Never give up” means recognizing that the biggest challenge is in finding learners. And for those learners, it means having enough time.

I think what’s meant by “never give up” is a recognition that learning takes a motivated person who’s passionate about the language and accepts that the more you learn, the more you realize what you don’t know.

DF: You’re saying that students must learn to accept mistakes.

KSP: Yes. I’ve made mistakes and I’ll continue to make mistakes. I’m always learning spelling! But you just have to keep going.

Some of the reluctance, I think, among people in their 60s and 70s comes from boarding school experience when students were punished for speaking their language. They need healing. Gauging a person’s readiness to learn the language is part of the challenge. Learning can be very difficult if teaching isn’t done in a way where it feels safe to make mistakes.

DF: A goal you’ve set for yourself is to become fluent in Denaakk’e. What are attributes of fluency? How does your study of linguistics fit in?

KSP: Linguistics is a scientific way of understanding every aspect of language, including meaning and use. If I’m meeting with language speakers and we’re talking about tanning furs and if I have some kind of linguistics then I understand how context could help me figure out the names of things like tools, fur, membrane and the actions that people are taking.

Being able to pray in the language, to compose songs in the language — these are top-level fluency skills. I’m not there yet, but mother is. She’s 83 and we talk several times a week. I’m a language teacher, but I’m also learning. I encourage people to just start small, to have success with what you’re learning and practice with people, and then just keep adding on.

My mother’s first language was Denaakk’e. She was born in Cut-Off and traveled with her family to different camps. The family moved to Fairbanks in 1970 where she started her work with linguist Michael Krauss, then director of UAF’s Alaska Native Language Center. The linguists had all these questions for my mother and when she’d ask, “What are you working on?” they’d say iterative grammar or another technical aspect of language. Then she’d have them teach her too. Iteration refers to the structure of a verb.

She learned all that. She became a linguist herself while working with speakers throughout the region, documenting their stories and genealogy and place names. She worked 20 years at UAF to document Denaakk’e and in 2000, she shared authorship on the Koyukon Athabascan Dictionary with the Rev. Jules Jetté who began work on the dictionary draft when he came to Alaska in 1898.

DF: Now that’s an example of never giving up.

KSP: Because of all the language and knowledge that Elders have shared with me over the years, because of my mother’s work at UAF, I have a responsibility to pass this knowledge on. I read every day in Denaakk’e, I lead video-conference teaching sessions. It’s a matter of carrying on my mother’s work.

DF: You believe that language learning is a way of being shaped by the culture. What’s an example that comes to mind?

KSP: When you learn your language, you really get grounded. When I teach our origin stories and songs, students learn our beliefs about birds and animals and plants.

In a Zoom group recently we were talking about feelings. We were learning phrases — “I feel tired, I feel happy, I feel sad.” Then we came to ebaa. It means “ouch” or “I’m sick,” but we also teach young students not to say this word because we don’t want them to grow up complaining about a lot of aches and pains. That’s just one example of learning culture through the language.

DF: Where is your commitment to language learning leading you? What’s on the horizon?

KSP: In addition to becoming fluent in Denaakk’e, I would really like to develop a community digital archive of the language. My goal is to get the stories, songs, etc. that are in audio files and make it useable by language learners.  And I want to have an institute to start an immersion school for children. There really is no greater joy than watching children have fun learning their language.

About Doyon Languages Online

Through the Doyon Language Online project, Doyon Foundation is developing introductory online lessons for Benhti Kokhut’ana Kenaga’ (Lower Tanana), Deg Xinag, Denaakk’e (Koyukon), Dihthaad Xt’een Iin Aanděeg’ (Tanacross), Dinak’i (Upper Kuskokwim), Dinjii Zhuh K’yaa (Gwich’in), Hän, Holikachuk and Nee’aanèegn’ (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.

About the 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 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.

There are very few children’s books featuring the Alaska Native languages of the Doyon region, but thanks to the work of student Natilly Hovda and her partnership with Doyon Foundation, there is a new addition to the bookshelf.

During her First Alaskans Institute internship at Doyon Foundation in 2019, Natilly wrote and illustrated a children’s book incorporating Benhti Kokhut’ana Kenaga’ (Lower Tanana), one of the Athabascan languages spoken along the Tanana River in Alaska. The book, titled “Łuk’a Ts’iłki One Fish, Łuk’a Notik’a Two Fish, Łuk’a Delk’ezri Red Fish, Łuk’a Lek’wdli White Fish,” is now available as an electronic flipbook and a downloadable PDF on the Doyon Foundation website, www.doyonfoundation.com. A video featuring Natilly reading her book is also posted on the Foundation’s YouTube channel. A limited number of hard copy books are also available upon request from the Foundation.

“My goal overall was to inspire students to learn more about their own culture and the multitude of Indigenous cultures around Alaska and providing some simple terms they can use daily to help them learn Benhti Kenaga’,” shares Natilly, a Doyon, Limited shareholder and previous Doyon Foundation scholarship recipient. “I wanted to inspire people to learn more about our cultures. Not just our traditions, our languages or our songs, but our history and to grow an appreciation of the environment around us.”

Natilly with her fiancé, Jeremy, and their chihuahua, Rozie

“There are a very limited number of books involving Native languages for young readers, so this book fills part of a huge void and hopefully inspires more writers to author books in Indigenous languages,” says Allan Hayton, director of the Foundation’s language revitalization program.

To further help young students learn the language, Natilly also created a series of flashcards using words and illustrations from the book. The flashcards are now available as a PDF for easy downloading and printing on the Doyon Foundation website. A series of interactive flashcards, featuring the voice of David Engles, are in development and will be available on the Foundation’s website and Instagram.

The book and flashcard project is in line with Natilly’s long-time goal of becoming an elementary school teacher in Fairbanks. Natilly, who was born and raised in Fairbanks, is a student at the University of Alaska Fairbanks. She will graduate with an associate’s degree in performing arts this summer, and expects to complete the elementary education program in 2024.

“I plan to use the knowledge I have gained from Doyon Foundation and my schooling to educate students on the importance of preserving wildlife and learning about Alaska Native cultural traditions, language and history,” says Natilly, who is the daughter of Cosmo Ketzler, and the granddaughter of Nancy Ketzler-Haskins and Thomas Haskins, and the late Don Ketzler. 

Natilly is not the only talented member of her family. Her cousin, Claire Ketzler, also interned at the Foundation in 2019. During Claire’s internship, she wrote and illustrated a short comic in Gwich’in, based on a Gwich’in story, “Shihtthoo Tr’ik, The Young Brown Bear Woman.” Read more about Claire’s project on the Foundation blog.

These projects are among the many efforts of Doyon Foundation’s language revitalization program, which is dedicated to ensuring that the Native languages of the Doyon region survive – and thrive – for future generations.

To learn more about the Foundation’s language revitalization efforts, or to view or download Natilly’s book and flashcards, visit www.doyonfoundation.com. To request a hard copy of her book, contact the Foundation at haytona@doyon.com or 907.459.2162.

George Demientieff Holly, LaVerne Demientieff, Alice Taff, Jeanette Dementi and Edna Deacon.

Thank you to our speaker Edna Deacon for sharing our May 2021 Native Word of the Month in Deg Xinag.

Doyon xetl’itth ts’in’ Deg Xinag q’a dixi’ine. = Doyon wants Deg Xinag to be strong.

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!

13 recipients receive $5,000 awards for language revitalization projects

Doyon Foundation is pleased to announce its 2021 Our Language grant recipients. A total $65,000 will be awarded to 13 organizations to support language revitalization projects across the Doyon region. The 2021 Our Language grant recipients include:

Athabascan Fiddlers Association

Project title: Native Language Digital Archive

This project will work to preserve spoken examples of Alaska Native languages for use in current and future efforts to revitalize them throughout Interior Alaska. The project archivist will extract 1,000 audio files from “Word of the Day” and “Phrase of the Day” programs. Audio files to be posted on KRFF website.

Beaver Village Council

Project title: Canvas Canoe Making Project

This project will build traditional canvas canoes, documenting the process and the Gwich’in words and phrases for each step. A 20-page booklet with simple sentences describing each activity will be produced and shared through social media.

Birch Creek Tribal Council

Project title: Birch Creek Elder Stories

This project will record five life stories from Elders in the Dinjii Zhuh K’yaa (Gwich’in) language. Stories will be transcribed in English, capturing the story in the Elder’s own words. A PowerPoint presentation will also be created, showing the Elder’s video story in Gwich’in and the written version side by side. The presentation will be made accessible on YouTube or other social media sites.

Circle Tribal Council

Project title: Circle Elder Stories

This project will record Elders or fluent individuals in the community and produce a DVD for distribution. Stories will have accompanying lessons to include the alphabet, numbers, colors, animals and traditional activities, such as muskratting, beaver trapping, fishing, and fish wheel building.

Dodi Zrunh Consulting, LLC

Project title: Dratakh Chelik

This project will create a Dratakh Chilik (Crying Song) song book based on a CD from the 1970s that has 30 songs. This song book will be easy to read for all age groups, while giving a meaning of the words in the songs. In addition, the composer and who they made the song for will be named.

Holy Cross Tribal Council

Project title: Ałixi Gitr’idalyayh “We are Singing Together”

This project will record children of Shageluk/Anvik/Holy Cross/Grayling singing in Deg Xinag from the songbook, Gileg. The goal is to have more Deg Xinag songs sung at events such as weddings, potlucks, school settings, the Athabascan Fiddle Festival and on social media.

Hughes Village Council

Project title: Denaayeets (Our Breath)

This project will host weekly cultural gatherings with at least one Elder language teacher present. The goal is to have high community participation in these gatherings so that all community members will understand basic Denaakk’e vocabulary and practical phases. 

McGrath

Project title: Dinak’i Curriculum Project

This project will provide teaching materials for McGrath School, including Native language flashcards, Native language classroom aids for classroom displays, Native language daily-word flip calendar, and hall posters for the promotion of Native language.  

Minto Village Council

Project title: Benhti Kenaga’ Documentaries

This project will make two short documentaries, featuring the sled making process, while identifying sled parts and verbs in Denakenaga’, and how to produce brain-tanned smoked moose skin.

Nulato Tribal Council

Project title: Lower Koyukon Learning Materials

This project will develop a practical and accessible set of language-learning materials, including a short guide for writing and pronouncing written Lower Koyukon, a more extensive account of the structure of Lower Koyukon verbs, and a full primer, or introductory handbook, for use with the Koyukon Athabaskan Dictionary.

Tanan Ch’at’oh

Project title: The Tanan Ch’at’oh Project

The goal of this project is to launch a full immersion Gwich’in language nest, Tanan Ch’at’oh, in Fairbanks in the spring 2021. The language nest will educate children in the Gwich’in language up to kindergarten. A Tanan Ch’at’oh intern will be hired and they will be expected to increase their own fluency in Gwich’in by learning the phrases that students are using in the classroom and using those phrases with the students. This will increase the fluency of one staff member to support student learning.

Tetlin

Project title: Tetlin Village Council Culture Camp

The purpose of this project is to revitalize the Upper Tanana language through a culture camp in Tetlin, in which 15 youth participants will engage in Elder-led language sessions. During the culture camp, Elders and adults will teach traditional singing and dancing sessions. 

Yukon Flats School District

Project title: Gwich’in Curriculum Project

The purpose of this project is to revitalize the Gwich’in language by teaching participants how to introduce themselves in Gwich’in, helping students create a family ancestry history and present their family ancestry, and learning and practicing with Elders. At least five Elders and five youth will participate in the language project.

Doyon Foundation, with support from Doyon, Limited, awards Our Language grants annually, in a continuing effort to revitalize the endangered Native languages of the Doyon region. Doyon region tribal governments/tribal councils/communities; nonprofit Alaska Native organizations, societies and community groups; and Alaska Native cultural, educational and recreational organizations/centers were eligible to apply.

The 10 ancestral languages of the Doyon region are all severely to critically endangered, and will be lost within the span of a few generations if no action is taken. These languages are Benhti Kokhut’ana Kenaga’ (Lower Tanana), Deg Xinag, Denaakk’e (Koyukon), Dihthaad Xt’een Iin Aanděeg’ (Tanacross), Dinak’i (Upper Kuskokwim), Dinjii Zhuh K’yaa (Gwich’in), Hän, Holikachuk, Inupiaq and Nee’aanèegn’ (Upper Tanana).

For additional information, visit www.doyonfoundation.com or contact Doyon Foundation’s language revitalization program at haytona@doyon.com or 907.459.2162.

The Morris Thompson Cultural and Visitors Center and Doyon Foundation have partnered to offer “Language Journeys,” a new series of online discussions on the Morris Thompson Center platform featuring Alaska Native language speakers from across the Interior sharing experiences with their traditional languages, what inspired them to learn them, and what they would like to see for the future of the languages. Episodes will air the last Friday of each month at 12 p.m. AKST on the Morris Thompson Center’s website.

The premiere episode of this series aired on April 30, 2021, and featured Denaakke’ and Holikachuk language speaker, Tristan Madros. Tristan grew up in both Kaltag and Nulato around many Elders who spoke their Native languages. This experience inspired him to learn Denaakke’ and Holikachuk. Allan Hayton, the Doyon Foundation language revitalization program director and moderator of the series, joined Tristan in discussing the significance of one’s connection to their Native language.

Please visit www.morristhompsoncenter.org/events/ to view this program and both upcoming and past cultural programs. You can also sign up for email updates about future events at the website.

These programs are proudly brought to you by the partnership between Doyon Foundation and the Morris Thompson Cultural and Visitors Center.

Doyon Languages Online courses available for free to all interested learners

Doyon Foundation is pleased to announce the release of the expanded Holikachuk language-learning course. The expanded course is the latest release from the Foundation’s Doyon Languages Online project, which is developing online courses for the languages of the Doyon region. The courses are available for free to all interested language learners; sign up at doyonfoundation.com/dlo.

Part one of the Holikachuk course was released in June 2019, and included five units, each with five lessons of content, reviews and unit assessments, as well as seven conversational videos with subtitles in English and Holikachuk, and 15 culture and grammar notes. Part two adds units six through 10 to the already published content.

With very few fluent speakers remaining, development of the Holikachuk language-learning course was perhaps the most challenging – and one of the most important – efforts of Doyon Foundation’s Doyon Languages Online project.

“The Holikachuk content creation team was in a difficult position in comparison with the other languages this project focused on. While language is still a part of the community in Grayling, the most fluent Holikachuk Elder, Wilson ‘Tiny’ Deacon, passed away in 2012. Thankfully, there are still others who have a working knowledge of the Holikachuk language, so between archival recordings and memories of cherished Elders who remain, the content creation team drafted, proofed and recorded 10 units of material,” said Allan Hayton, director of the Foundation’s language revitalization program.

The Foundation extends a special thank you to the Holikachuk content creation team, Elizabeth Keating and Giulia Oliverio-Deacon, with special contributions from Tristan Madros, Elizabeth Painter, Mary Deacon and Harriet Nicholas; as well as the Organized Village of Grayling; Tribal Assistant Rachel Freireich; Chief Ivan Demientieff; Grayling School; Shirley Clark; Doyon, Limited; the Alaska Native Language Center and Alaska Native Language Archive; and all the people who worked with the Holikachuk language from the 1970s to today. Their work makes this course possible.

The expanded Holikachuk course joins other currently available courses in Benhti Kokhut’ana Kenaga’ (Lower Tanana), Denaakk’e (Koyukon) and Dinjii Zhuh K’yaa (Gwich’in), as well as a special set of Hän language lessons based on the work of the late Isaac Juneby. Interested learners are encouraged to sign up to access the courses at www.doyonfoundation.com/dlo.

The Foundation and its team of content creators and linguists are in the process of finalizing additional Doyon Languages Online courses in Holikachuk, Hän, Deg Xinag, Dinak’i (Upper Kuskokwim), Nee’anděg’ (Tanacross) and Née’aaneegn’ (Upper Tanana).

Doyon Languages Online is a partnership between Doyon Foundation and 7000 Languages, a nonprofit that supports endangered language learning through software donated by Transparent Language. The project is funded by grants from the Administration for Native Americans (ANA) and the Alaska Native Education Program (ANEP).

Doyon Foundation is encouraging new users to sign up and existing users to continue their learning with the DLO On the Go Contest. Between now and June 30, Doyon Languages Online learners earn one prize entry for every unit they complete. All users will then be entered into a random drawing for the chance to win prizes, including an iPad mini, iPod touch and Apple gift card. Learn more and sign up at https://bit.ly/DLOontheGo.

For more information on the Holikachuk course and the Doyon Languages Online project, please visit www.doyonfoundation.com/dlo or contact Allan Hayton, Doyon Foundation language revitalization program director, at 907.459.2162 or haytona@doyon.com. For assistance signing up for or using Doyon Languages Online, view the instructional video series on YouTube.