Instructor, Indigenous Language Fluency (ILF 125, ILF 126 Nuu-chah-nulth)

North Island College; Courtenay; On-site; CAD 70,000 - 90,000; Full time

Job summary

A community college in Canada is seeking an instructor for the Indigenous Language Fluency program. The ideal candidate will focus on culturally infused learning, drawing on Indigenous ways to support students' strengths. Responsibilities include planning learning materials and maintaining supportive relationships with Indigenous students. Candidates with Indigenous ancestry are preferred.

Qualifications

• Experience collaborating with Indigenous Communities and Learners.
• Background in the use of student assessment tools.
• Excellent organizational and time management skills.

Responsibilities

• Plan and prepare learning materials.
• Teach in assigned subject areas.
• Build respectful relationships with Indigenous communities.

Skills

Experience teaching and mentoring

Excellent interpersonal skills

Proficiency in the specified language

Cultural responsiveness

Education

Bachelor’s Degree in relevant field

BC Teaching Certificate or Provincial Instructors Diploma

Master’s Degree in Indigenous Education

Job description

Position Summary

Governed by the Indigenous values, including respect, order and protocols, elder’s teaching, sustainability, children as the future, responsibility, accountability, preparation, family, community and celebration, Ahousaht has partnered with North Island College to deliver the Indigenous Language Fluency in Nuu‑chah‑nulth. The Indigenous Language Fluency will be delivered digital scheduled.

Through the Indigenous Language Fluency Program, instructors will draw on Indigenous ways of knowing and being to inform academic learning. The classes are structured to focus on student strengths and the language to nourish their spirit and work at their level. It is a journey together as we explore culturally infused learning – to meet the needs of our students.

Course Descriptions

• ILF 125 – Nuu‑chah‑nulth Immersion 5 (Classes Jan 6 to Feb 19, 2026)
• Intensive Nuu‑chah‑nulth language instruction will draw on local Indigenous knowledge and ways of knowing and being in an Indigenous language immersion setting at an intermediate level that builds on ILF 124. The units will draw on a wide variety of culturally relevant activities conducted through the lens of language to explore the essential relationship between Nuu‑chah‑nulth and identity, place (including land and sea), wellness, and roles and responsibilities. Students will build oral and aural skills through experiential activities that are the foundation for place‑based, culturally infused learning. This course will provide students with language learning strategies and comprehensible language acquisition methods advantageous for Indigenous language acquisition that will be applied during the intensive, immersive, place‑based second term. Program is following current trends in Indigenous language revitalization, which calls for intensive, immersion programming 5 days a week to lead to fluency.
• ILF 126 – Nuu‑chah‑nulth Immersion 6 (Classes Feb 24 to Apr 9, 2026)
• Intensive Nuu‑chah‑nulth language instruction will draw on local Indigenous knowledge and ways of knowing and being in an Indigenous language immersion setting at the intermediate level that builds on ILF 125. The units will draw on a wide variety of culturally relevant activities conducted through the lens of the language to explore the essential relationship between Nuu‑chah‑nulth and identity, place (including land and sea), wellness, and roles and responsibilities. Students will build oral and aural skills through experiential activities that are the foundation for place‑based, culturally infused learning. This course will provide students with language learning strategies and comprehensible language acquisition methods, advantageous for Indigenous language acquisition that will be applied during the intensive, immersive, place‑based final term. Please note on your resume if you are applying for only ILF 125, ILF 126 or both.

Responsibilities

Instructional

• Plan and prepare learning materials for instructional environments.
• Use a variety of approaches and materials, as appropriate, in order to address different learning needs.
• Teach in assigned subject areas and include in courses, and in course outlines, all required subject matter or skill activity.
• Direct student learning in a positive, supportive, and caring environment.
• Be available to students regularly during scheduled office hours and classroom hours to discuss their progress and other issues that influence their learning (30 hours / wk.).
• Clearly communicate in writing learning outcomes for programs and courses, and the way in which learners will be evaluated against those outcomes.
• Design and conduct evaluations or appraisals of students and keep students informed of their progress.
• Submit grades in a timely manner, in accordance with Policy 4‑15, Reporting Final Grades.
• Maintain records of student enrollment and achievement and other records required by the College and affiliated agencies. At the end of employment with the College, submit marks and student records to the department Chair.

Commitment to Indigenous‑Led, In‑Community Programming

• Build and sustain respectful, trust‑based relationships with Indigenous students, communities, leaders, and organizations.
• Actively engage with communities to ensure programming reflects local priorities, values, and knowledge systems.
• Demonstrate cultural responsiveness, adaptability, and humility in navigating challenges and opportunities.
• Create culturally safe, healing‑focused classrooms that support holistic student well‑being—emotional, physical, spiritual, cognitive, and social.
• Guide learners in developing reflective portfolios that include personal values, educational and career goals, wellness strategies, and achievement plans.
• Integrate Indigenous knowledge systems, land‑based learning, and intercultural teachings into curriculum design and course delivery.
• Encourage learners to explore and articulate their personal visions and belief systems in ways that reflect both individual identity and community values.
• Support students in building foundational competencies and essential skills for further education or career pathways (e.g., communication skills, critical thinking, problem solving).
• Offer experiential, collaborative, and reflective learning to build student confidence and engagement.
• Collaborate meaningfully with Elders, Knowledge Keepers, and community members to ensure respectful, authentic learning experiences.
• Adapt teaching approaches to meet the diverse cultural, educational, and personal backgrounds of adult learners.
• Provide formative, strengths‑based feedback aligned with holistic learning outcomes.
• Engage in ongoing professional development in Indigenous education, cultural safety, trauma‑informed practices, and adult learning methodologies.

Typical Professional Duties of Instructional Faculty

• Be aware of, and work within, College educational policies.
• Be aware of the Education and Strategic plans and contribute to their development and assist in the achievement of its goals and objectives.
• Advise the Department Chair, within a reasonable time frame, of items that need to be ordered so that inventories of books, supplies, and equipment are adequate for the courses taught.
• Advise the Department Chair regarding enrollment management (recruitment and retention) strategies for their areas of responsibility.
• Advise the Department Chair, responsible, and the appropriate Administrator and/or Campus Health and Safety Committee, of any health and safety concerns and assist, where possible, in rectifying the problem.
• Demonstrate knowledge of computer applications appropriate to the teaching environment.
• Maintain continuous professional development of competencies and qualifications as required in the appropriate discipline.
• Participate actively as a contributing member of the College community on College committees and other College‑wide activities, where appropriate.
• Participate in department meetings and other department activities during normal working hours, when possible.
• Undertake other related responsibilities and duties which may be assigned by the College when course load permits.

Qualifications

• Experience teaching and mentoring in the specified language.
• BC Teaching Certificate or Provincial Instructors Diploma is desirable.
• Bachelor’s Degree with emphasis on second language acquisition (e.g., Dr. Greymorning Method, Total Physical Response and comprehensible input methods) desirable.
• Master’s Degree in Indigenous Education / Indigenous Language is desirable.
• Preference will be given to qualified instructors with Indigenous ancestry.
• Experience working in collaboration with Indigenous Communities and Learners.
• Commitment to working with Elders and Knowledge Keepers.
• Proficiency in the specified language and ability to work with fluent speakers to facilitate learning.
• Background and knowledge in the use of student assessment tools and placement testing.
• Combination of excellent leadership and teaching skills with a strong commitment to academic excellence and student success.
• Excellent interpersonal, oral and written communications skills, particularly in an inter‑cultural learning environment.
• Proven instructional abilities, using creative and motivating approaches to stimulate learning.
• Orientation towards student learning.
• Excellent organizational and time management skills with the ability to plan and prioritize, and efficiently meet deadlines.
• Proficiency with computer applications and word processing.