This bilingual Dene language plan (with Dene translations following English sections) was coordinated by the Sahtú Secretariat Incorporated (SSI) on behalf of the Government of the Northwest Territories, created in order to allow SSI access five-year government funding. The planning process consisted of extensive background research and a three-day language planning conference.

One key theme from the conference was that participants did not feel that North Slavey nor Sahtú Dene was an appropriate term for their language, because they did not feel it represented the diversity of peoples within the region. Therefore, the word Dene is used in general, accompanied with the more specific terms Sahtúot’ıne, K’ashogot’ıne, and Shútáot’ıne used when appropriate. 

In 2000, 50% of the Sahtú population between the ages of 25 and 44 were fluent in their language, while 100% of those over 45 were fluent, suggesting a significant generational difference. Furthermore, less than 10% of the population 25 and younger were fluent. With regard to where Dene language is best used, workshop participants saw potential for “a bilingual Sahtú region with the Dene language being actively used in all areas of community life—in homes, in schools, at work, and in all social activities, especially land-based activities.” (3) This would be supported by a Sahtú Cultural Institute and self-determination. 

The delegates also talked about language attitudes: Younger people were afraid to speak the language, for fear of being laughed at or criticized for poor language skills. Elders were worried about the language not being in the home. Changing lifestyles impact respect for language, though some still connect pride and identity with language.

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Crosscurrent Associates. Sahtú Kǫ́ Káyúrı̨́ı̨la Denewá Kedǝ́ Dágúɂǫ́ Gogha Ɂeratł’é. Sahtú Regıon Dene Language Plannıng Report. Délı̨nę: Sahtú Secretarıat Incorporated Delı̨́ne, 2000.

This detailed document makes a series of observations and recommendations about Sahtú Dene places and their care. Some general recommendations include:

• To establish a Sahtú Cultural Institute to implement many of their suggestions.
• To create an inventory of Sahtú Heritage Sites, along with a traditional trails inventory. Furthermore, an archeological site and burial site inventory could be used to request land use protection.
• To request that more Sahtú Dene placenames be made official.
• That the GNWT and Canada pass legislation with greater protection for burial sites, cultural landscapes, etc.
• That a GIS database, place name research, and Dene Nation Occupancy map be created and/or extended.

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A physical copy of this resource was accessed in July 2017 at the University of Alberta Circumpolar Collection (Cameron Library). Call number FC 4195 S24 S24 2000.

Sahtú Heritage Places and Sites Joint Working Group. Rakekée Gok’é Godı: Places We Take Care Of. Prepared by John T’Seleie, Isadore Yukon, Bella T’Seleie, Ellen Lee, and Tom Andrews, Yellowknife, 2000.

This paper discusses the tension between official bilingualism and minority language rights in Canada. Its overview of the first decade of the Official Languages Act in the Northwest Territories highlights key strengths and opportunities for improvement in Official Languages policy.

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Fettes, Mark. “Life on the Edge: Canada’s Aboriginal Languages Under Official Bilingualism” In Language and Politics in the United States and Canada: Myths and Realities, edited by Thomas K. Ricento and Barbara Burnaby, 117-149. Mahwah, N.J.: Lawrence Erlbaum, 1998.

Read Fettes' chapter in the Google Books preview. 

This section of the Report of the Royal Commission on Aboriginal Peoples discusses education of Indigenous peoples in Canada. The chapter includes history, the status of reserves and remote communities, and the move towards culturally relevant curriculum. It provides regional overviews and discusses education in the Northwest Territories, including Dene Kede Curriculum.

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Read the full text from Libraries and Archives Canada.

Read the ebook online.  

Download the PDF at the bottom of the page.

Royal Commission on Aboriginal Peoples. “Volume 3: Gathering Strength, Chapter 5: Education” in Report of the Royal Commission on Aboriginal Peoples (1996): 404-538.

The item is derived from the version archived in the Government of Canada Archives. Quoted from the associated rights section: "Non-commercial Reproduction Information on this site has been posted with the intent that it be readily available for personal and public non-commercial use and may be reproduced, in part or in whole and by any means, without charge or further permission from Indian and Northern Affairs Canada. We ask only that: Users exercise due diligence in ensuring the accuracy of the materials reproduced; Indian and Northern Affairs Canada be identified as the source department; and, The reproduction is not represented as an official version of the materials reproduced, nor as having been made, in affiliation with or with the endorsement of Indian and Northern Affairs Canada."

This set of RCAP hearing minutes contains numerous testimonials, including a piece by Betty Harnum that speaks to the history of language and legislation in the NWT. In her testimony, she advocates for increased interpretive services, more accessible language funding, more elders in schools, Aboriginal language immersion classes, and language teacher certification. She also speaks to the difficulty that interpreter/translators face with regard to negotiations and unfamiliar terminology (e.g., “extinguishment”) and how more training is needed. Thus far, Harnum comments, it has been very difficult to measure or quantify how much of an impact the Official Languages Act and its connected funding has had.

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Royal Commission on Aboriginal Peoples. Hearing Record: Tuesday December 8, 1992. Northern United Place Hall, Yellowknife. Recorded by Stenotran, Ottawa (1992).

This report covers the period of January 1st to March 31st, 1983. It documents accessions, including cassette recordings (many of interviews with Dene and English summaries), photographs, printed materials, and artifacts. The research team also recorded numerous place names in locations such as Fort Smith and Colville Lake. Keren Rice and Lucy Ann Yakaleya ran a workshop in Dene language and translations from February 7 to 18 for the research project team. The group was, at the time of writing, preparing to transition to curriculum development and gathering information about appropriate language teaching pedagogy. They also developed partnerships with the Prince of Wales Northern Heritage Center and other organizations to pursue professional development and contribute to language and placename documentation.

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This document is accessible from the NWT Archives.

NWT archives accession no. 2007-14  (Cynthia Chambers Collection). 

Dene Community Council. Final Report: Dene Language/Historical Research Project. Fort Good Hope: NWT Department of Education, 1983.

This study was commissioned by the GNWT to assess levels of service and demands within the NWT and make recommendations to the GNWT executive committee for steps which can be taken to “overcome problems experienced by non-English-speaking Dene in obtaining government services” with regard to the GNWT as a communicator, as an employer, and as a provider of services. (2)

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This study is held in the NWT Archives, see G-2003-001.

Ross, James. Dene Languages Study. Yellowknife: Executive Committee, Government of the Northwest Territories, 1981.