Teacher of an Indigenous Language
Diploma
Length: 1 Year, 3 consecutive semesters
Delivery: Hybrid - Virtual and In-Person (Tyendinaga, ON)
Next Intake: Spring 2027
Deadline to submit all supporting documents: January 11, 2027
Tuition: $4,250 per semester, $12,750 total
Textbooks: Approx. $250
*Please Note: This program is pending final accreditation from the Ontario College of Teachers, scheduled for May 1, 2027.
Overview
The Teacher of an Indigenous Language (TIL) program is a 1-year, 3 semester, multi-session program totalling 45 credits (full-time). This includes practicum experiences. This comprehensive and culturally grounded program equips Indigenous language speakers with the knowledge and skills to become effective language teachers. TIL combines theoretical knowledge with practical application, nurturing pedagogy, curriculum development and cultural education. The program braids together Indigenous ways of knowing, doing, being and relating with mainstream methodologies, and incorporates experiential and community-based learning to enhance the learning experience and community connections. Learners strengthen their ability to teach language, culture, and identity while striving toward Mino-Bimaadiziwin (the good life) and Ka'nikonhriyo (the good mind). Graduates become eligible for Ontario College of Teachers (OCT) certification. Languages that currently qualify for this program through the Ministry of Education are: Cayuga, Cree, Delaware, Mohawk, Ojibwe, Oji-Cree, and Oneida. Through the Multi-Session Transitional Certificate of Qualification and Registration process, eligible candidates may be able to fulfill their practicum requirements in the school where they are currently employed, supporting a flexible "earn while you learn" pathway.
Program Goals
The Teacher of an Indigenous Language (TIL) Program at FNTI has been created to support learners as a proficient speaker of their Indigenous language and to prepare them for the important responsibility of teaching and revitalizing that language within their community and beyond. The program is culturally grounded, rooted in Indigenous Knowledge, and designed to help learners develop the skills, confidence, and professional understanding needed to become an effective Indigenous Language Teacher.
Throughout their learning, learners will explore language pedagogy, curriculum development, and culturally based educational practices in ways that honour community teachings, local knowledge systems, and their Nation’s language. Learners will engage in academic study, experiential learning, land-based activities, and community engagement, all of which help learners grow both personally and professionally.
In addition to meeting the requirements of the Ontario College of Teachers for initial teacher education, the program is designed to help learners:
Develop the knowledge, skills, and attitudes needed for best practices in Indigenous language teaching and learning.
Embody traditional knowledges and cultural competencies, strengthening their identity and role as a language carrier.
Use culturally informed, community-based, and land-based approaches to teaching that support deeper language acquisition for students.
Learn in a safe, supportive, inclusive, and transformative environment where learners are valued, respected, and encouraged to grow.
Strengthen your Good Mind, recognizing that well-being and balance are at the heart of personal and professional success.
Apply Two Row and Two-Eyed Seeing principles to think critically, evaluate thoughtfully, and navigate both Indigenous and Western knowledge systems with integrity.
Meet OCT’s standards for teacher education, preparing learners to enter the teaching profession with confidence and cultural grounding.
These program goals align with FNTI’s mission, vision, and values by supporting the learner as a whole person—intellectually, emotionally, physically, and spiritually. As learners move through the program, they will be supported to grow as a learner, teacher, language carrier, and community member. Ultimately, their efforts contribute to the revitalization of Indigenous languages, the well-being of learners, and the educational sovereignty of Indigenous Nations.
WHAT YOU WILL LEARN:
Introduction to Teaching
Creating a Safe, Respectful, and Productive Learning Environment
Indigenous Pedagogy and Culturally Responsive Teaching and Assessment Practices
CAREER OPPORTUNITIES:
Teacher
Cultural Advising
Language Revitalization
Curriculum Development
Resource Development
Educational and Community Leadership
-
WEEK 1:
Plan for two, 3-hour, evening, synchronous online sessions with Instructor. 6 p.m. - 9 p.m.
Plus all day Saturday and Sunday
Plus 3 hours of asynchronous, independent work throughout the week (for example, learners begin course learning activities/assignments).
WEEK 2:
3 hours of asynchronous, independent work throughout the week (for example, learners begin course learning activities/assignments).
WEEK 3:
Plan for two, 3-hour, evening, synchronous online sessions with Instructor. 6 p.m. - 9 p.m.
Plus all day Saturday and Sunday
WEEK 4:
Administration and Wrap-up
Learners complete and submit all remaining assignments.
No required contact hours with your Instructor during this week.
-
Journey of Practice 1 – 15 days
Opening the Eyes of the Mind and the Heart
Learners will begin by observing, participating, teaching and learning through relationships—with students, teachers, community members, and the classroom environment. This Journey helps ground learners in the rhythms of the school, the needs of students, and the practices of your Associate Teacher.
Journey of Practice 2 – 30 days
Clarifying the Vision
During this stage, learners will be co-planning lessons, assisting with instruction, and contributing more actively to the classroom. They will explore what it means to support students’ gifts, engage in inclusive teaching practices, and reflect on evolving role and responsibilities.
Journey of Practice 3 – 35 days
Carrying the Learning Bundle
This Journey provides extended experience with planning and teaching. Learners will lead lessons, contribute to assessment, integrate Indigenous languages and pedagogies, and take on greater responsibility while still being supported by their Associate Teacher and Cohort Supervisor.
Admission Requirements
-
Typically, a minimum overall average of 70% establishes eligibility for admission consideration. Candidates without Grade 12 can apply as mature students if they are 21 years or older and have been out of secondary school for two years or more.
Please note: Additional documentation may be required if applying as a mature student.
-
Form Provided. Applicants must demonstrate high intermediate proficiency in a relevant Indigenous language, as assessed by the First Nations Language Assessment Benchmarks.
Proficiency verification must be supported by two letters of attestation from fluent second language or first language speakers or community leaders. (Such as, but not limited to, Language or Cultural Director, recognized proficient language speakers, immersion instructors, etc.)
Once you submit your application, you will receive an email with the form link. You can also view the Support and Language Proficiency Attestation Form here.
-
Please reach out to your local police detachment to obtain your VSC.
-
The test must be completed within 6 months of program start.
-
Once you submit your application, you will receive an email with the form link. You can also view the Practicum Placement Form here.
-
All applicants are required to submit a Statement of Intent (maximum 500 words), outlining their professional goals, commitment to Indigenous language revitalization, and aspirations related to the teaching of Indigenous languages. Original work is required, AI generated work will be flagged and will not be accepted.
Please Note: Applicants may submit their statement of intent in their Indigenous language, but must be accompanied with the English translation.
-
This can include a status card, Métis card, or a biographical letter that outlines their ancestry and connection to their community. A Declaration of Indigenous Ancestry or supporting documentation, such as a letter from a respected community member or Elder, will also be accepted.
-
Applicants whose first language of study is not English are welcome to apply. There may be additional elements to the application process that may be applicable, to assess the likelihood of learner success.
Deadline to submit all supporting documents: January 11, 2027
FAQ
-
Yes, all required documents must be submitted for your application to be considered complete and ready for review. Any outstanding documents submitted past the closing deadline may not be considered. Exceptions may be made regarding VSC and TB test if the applicant can provide proof the request has been made for these documents.
-
No, there is no application fee.
-
If you should need help with the application process, please Contact: recruitment@FNTI.net
-
Currently there is no option for pathways or to apply transfer credits to the TIL program.
Admissions & Recruitment
-
Teacher
Cultural Advising
Language Revitalization
Curriculum Development
Resource Development
Educational and Community Leadership
And More
-
Languages that currently qualify for this program through the Ministry of Education are: Cayuga, Cree, Delaware, Mohawk, Ojibwe, Oji-Cree, and Oneida.
Program Information & Accreditation
Program Structure & Delivery
-
The expected class size for the TIL program will be up to 20 learners.
-
Four Week Delivery Cycle
WEEK 1:
Plan for two, 3-hour, evening, synchronous online sessions with Instructor. 6 p.m. - 9 p.m.
Plus all day Saturday and Sunday
PLUS 3 hours of asynchronous, independent work throughout the week (for example, learners begin course learning activities/assignments).
WEEK 2:
3 hours of asynchronous, independent work throughout the week (for example, learners begin course learning activities/assignments).
WEEK 3:
Plan for two, 3-hour, evening, synchronous online sessions with Instructor. 6 p.m. - 9 p.m.
Plus all day Saturday and Sunday
WEEK 4:
Administration and Wrap-up
Learners complete and submit all remaining assignments.
No contact hours with your Instructor during this week.
-
In-person classes will take place at Tyendinaga Mohawk Territory.