Over the past three years, ARES has placed a strong focus on integrating the Ktunaxa language throughout our school. It has been incredible to witness this continued growth and commitment.

In Kindergarten classrooms, students are learning the months in Ktunaxa, with teachers weaving the language naturally into daily calendar time. In Grade 1, students are learning to count in Ktunaxa. Just last week, while I was on supervision, a Grade 1 student ran up to me, beaming with pride, to recite numbers one through ten in Ktunaxa. Her excitement was contagious.

In Grades 5 through 7, students are building conversational dialogue skills. Our daily announcements now begin with Kiʔsuʔk wiǂnam, grounding each school day in language. The more we integrate Ktunaxa into everyday routines, the more students see it as a living and natural part of their learning environment.

What I am noticing most is a growing depth of understanding — especially the connection between land and language. In Grade 7, students are recognizing more Ktunaxa words. Their pronunciation is becoming clearer. More importantly, they are beginning to understand that Ktunaxa is deeply rooted in the land itself.

For example, February is not simply another month. In Ktunaxa, it is Nipqu Natanik — Bear Month. This opens the door to meaningful discussions. Students begin to recognize that the Ktunaxa people have lived on and observed this land for many generations. They notice patterns — such as bears beginning to reemerge during this time of year — and understand that the language reflects those lived relationships with the natural world.

Through these small but intentional shifts, language learning is becoming something more than vocabulary practice. It is becoming connection.