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Learning as nēhiyaw: Understanding Language Learning with the NEȾOLṈEW̱ Assessment Tool at the nēhiyawak Immersion Camp.

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Title: Learning as nēhiyaw: Understanding Language Learning with the NEȾOLṈEW̱ Assessment Tool at the nēhiyawak Immersion Camp.
Authors: Daniels, Belinda kakiyosēw1 (AUTHOR) belindadaniels@uvic.ca, Stone, Adam2 (AUTHOR), McIvor, Onowa1 (AUTHOR)
Source: Canadian Modern Language Review. May2026, Vol. 82 Issue 2, p87-109. 23p.
Subject Terms: *Immersion method (Language teaching), *Place-based education, *Mixed methods research, *Language ability, *Cultural identity, *Language ability testing, Cree (North American people), Language revival
Abstract (English): In the face of continuing pressure from colonial languages, many Indigenous languages are experiencing renewed growth through promising and essential practices such as immersion and land-based learning. This article illustrates the importance of a nēhiyaw (Cree) immersion camp steeped in nēhiyaw pedagogy and onto-epistemological underpinnings related to land. These beliefs embrace the nēhiyawak (Cree people) understanding that language is alive with spirit that enhances nēhiyaw identity. We engage in mixed methods research to explore the long-term witnessing of language learning on the land using the Indigenous-created NEȾOLṈEW̱ Assessment Tool and the lived experiences of those who attended the camp. This research was done with quantitative analyses of learners' proficiency development during week-long immersion camps, as reflected by an assessment tool, over the course of 2 years and through qualitative feedback and reflections given by camp leaders, learners, and teachers. With this information, we reflect upon how the assessment tool can be adapted for specific use in Indigenous land-based language immersion settings. Additionally, we emphasize the criticality of immersive land-based learning and evaluation in giving strength to nēhiyawak, and indeed, all Indigenous languages across Turtle Island. [ABSTRACT FROM AUTHOR]
Abstract (French): Devant la mainmise perpétuelle des langues coloniales, certaines langues autochtones trouvent un second souffle grâce à des pratiques prometteuses et vitales, comme l'immersion et l'apprentissage sur le territoire. Le présent article illustre l'importance d'un camp d'immersion nēhiyaw (cri) qui s'appuie sur la pédagogie nēhiyaw et sur des principes ontologiques et épistémologiques liés au territoire. Ces croyances s'inscrivent dans la philosophie nēhiyawak (un peuple cri), qui veut que la langue soit vivante et que son esprit renforce l'identité nēhiyaw. Au moyen de méthodes de recherche mixtes, nous observons à long terme l'apprentissage linguistique sur le territoire, en nous appuyant sur l'outil d'évaluation autochtone NEȾOLṈEW̱ et sur l'expérience vécue des personnes ayant participé au camp. Nous avons procédé à une analyse quantitative sur deux années de la progression des participantes et participants au camp d'immersion d'une semaine (mesurée à l'aide d'un outil d'évaluation), ainsi qu'à une analyse qualitative des commentaires et réflexions des monitrices et moniteurs, des cohortes et du corps enseignant. Ces renseignements nous éclairent sur les façons d'adapter l'outil d'évaluation à des contextes d'immersion linguistique autochtone fondée sur le territoire. De plus, nous soulignons le caractère essentiel de l'apprentissage et de l'évaluation immersifs et axés sur le territoire pour revitaliser le nēhiyawak et toutes les autres langues autochtones de l'île de la Tortue. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:In the face of continuing pressure from colonial languages, many Indigenous languages are experiencing renewed growth through promising and essential practices such as immersion and land-based learning. This article illustrates the importance of a nēhiyaw (Cree) immersion camp steeped in nēhiyaw pedagogy and onto-epistemological underpinnings related to land. These beliefs embrace the nēhiyawak (Cree people) understanding that language is alive with spirit that enhances nēhiyaw identity. We engage in mixed methods research to explore the long-term witnessing of language learning on the land using the Indigenous-created NEȾOLṈEW̱ Assessment Tool and the lived experiences of those who attended the camp. This research was done with quantitative analyses of learners' proficiency development during week-long immersion camps, as reflected by an assessment tool, over the course of 2 years and through qualitative feedback and reflections given by camp leaders, learners, and teachers. With this information, we reflect upon how the assessment tool can be adapted for specific use in Indigenous land-based language immersion settings. Additionally, we emphasize the criticality of immersive land-based learning and evaluation in giving strength to nēhiyawak, and indeed, all Indigenous languages across Turtle Island. [ABSTRACT FROM AUTHOR]
ISSN:00084506
DOI:10.3138/cmlr-2025-0039