A comprehensive review and analysis of the literature related to the role of Indigenous language and culture in maintaining and improving the health as well as reducing the risk factors for health problems of Indigenous people. Although much literature exists on various topics related to culture, language and health, the specific focus of this paper was studying the effects of the use of language and culture on the health of Indigenous people. Once all relevant literature was gathered, six linked themes emerged as protective factors against health issues; land and health, traditional medicine, spirituality, traditional foods, traditional activities and language. Findings included evidence that the use of Indigenous languages and cultures do have positive effects on the health and wellness of Indigenous people. However, the majority of the existing literature focuses on culture and its effects on health. Therefore, more studies are needed specifically on the potential health benefits of Indigenous language use. Other recommendations for ways forward include more targeted research on urban Indigenous populations, and making links between the loss of traditional land, contaminants in the food chain and the health of Indigenous people in Canada.

Although there are numerous ethical guidelines for research with Indigenous communities, not all research is conducted in an ethical, culturally respectful, and effective way. To address this gap, we review four ethical frameworks for research with Indigenous Peoples in Canada. Drawing upon our experiences conducting a transformative social justice research project in five Indigenous communities, we discuss the ethical tensions we have encountered and how we have attempted to address these challenges. Finally, drawing on these experiences, we make recommendations to support those planning to conduct research with Indigenous Peoples in Canada. We discuss the importance of training to highlight the intricacies and nuances of bringing the ethical guidelines to life through co-created research with Indigenous communities.

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Increasingly, adult Indigenous language learners are being identified as the "missing generation" of learners who hold great potential to contribute to the revival of Indigenous languages by acting as the middle ground between Elders, children, and youth within their communities. Our research project NEȾOLṈEW̱ "one mind, one people" studied adult Indigenous language learning through the popular Mentor-Apprentice Program method. Over a 2-year period, our team conducted interviews and focus groups with participants involved in a Mentor-Apprentice type program in British Columbia, Canada. While our primary interest was to document the successes and challenges of the Mentor-Apprentice Program method for adult Indigenous language learning, we also included interview questions that gave participants an opportunity to share how participating in such a program affected them. During data analysis, we noticed repeating comments from participants about how their involvement with a Mentor-Apprentice Program impacted their own and their community's wellbeing; 6 exploratory themes were identified. Although studies have reported protective effects of Indigenous language use on health, health-related outcomes of language revitalization efforts remain underexplored. In addition to discussing the exploratory themes that arose from the study, our paper also proposes that these themes can inform future research in investigating the links between language revitalization and wellbeing.

Damages done to Indigenous languages occurred due to colonial forces, some of which continue to this day, and many believe efforts to revive them should involve more than Indigenous peoples alone. Therefore, the need for learning Indigenous languages as “additional” languages is a relatively new societal phenomenon and Indigenous language revitalization (ILR) an emerging academic field of study. As the ILR body of literature has developed, it has become clear that this work does not fit neatly into any single academic discipline. While there have been substantial contributions from linguistics and education, the study and recovery of Indigenous languages are necessarily self-determined and self-governing. Also, due to the unique set of circumstances, contexts, and, therefore, solutions needed, it is argued that this discipline is separate from, yet connected to, others. Applied linguists hold specific knowledge and skills that could be extended to ILR toward great gains. This paper explores current foci within ILR, especially concepts, theories, and areas of study that connect applied linguistics and Indigenous language learning. The intention of this paper is to consider commonalities, differences, current and future interests for shared consideration of the potential of collaborations, and partnerships between applied linguistics and ILR scholars.

As the inaugural issue of The Engaged Scholar Journal made apparent, while there is significant evidence that community-engaged scholarship has reached a critical mass in Canadian institutions, many important junctures still need to be explored. One such issue is the recognition of Indigenous community-engaged scholarship. Working from an appreciative stance, the three authors of this article explore how existing community-engaged scholarship theory intersects with their own experiences as academics—teasing out some of the potentialities and tensions that exist in the lived spaces where community-engagement thrives, amidst the boundaries of institutional tenure and promotion policies. The article also explores what kinds of practices or policies might be usefully considered by institutions, particularly around how to engage in more inclusive processes of scholarly recognition. We argue it is possible to embrace tools that create reciprocal, respectful and meaningful relationships between Indigenous and non-Indigenous peoples who share deeply held beliefs in the power of research to alter lives and communities in powerful ways.

In March 2020, the COVID-19 global health crisis caused disruption to the daily lives and regular practices of most human populations. Indigenous language revitalization (ILR) work is often undertaken face-to-face and regularly includes the most elderly populations in our communities. Therefore, ILR activities that were not already online were vastly affected. The authors of this Situation Report are three Indigenous colleagues, scholars, language teachers, learners and co-activists in the on-going efforts toward the reclaiming, maintaining, and reviving of Indigenous languages across the lands now known as Canada and the USA. We describe the early impacts, challenges and foreseeable opportunities this current global health crisis brings to the critical work of continuing Indigenous languages into the future.

i-kiyohkātoyāhk (we visit) is a phrase which describes our experience of trying to recreate an online version of our way of life, being together in the language. The following report is our view of the ways nēhiyawēwin/nīhithawīwin (Cree) language learning has adapted to the COVID-19 reality since March 2020. Our hope is that by sharing the experience most familiar to us, the one we are living as learners and speaker-teacher, we offer a useful perspective and potential solutions or directions for others.