Teaching Language, Sharing Culture: Stories from Isaac Brock School

At Isaac Brock School, classrooms are more than learning spaces, they are places where Indigenous languages are reclaimed, reimagined, and woven into some students’ daily life. The school offers bilingual programs in Cree and Ojibwe, from Kindergartner to Grade 8. The program is carried by fluent certified teachers, Language Keepers, educational assistants, and teacher language-learners who work together to pass on knowledge. But Ojibwe and Cree are not just subjects; they shape how students greet each other, sing together, and connect with identity and community. 

For educators Catherine Flores, Destiny Elcock, and Stacy Stockton, revitalizing Indigenous languages is a personal and ongoing journey rooted in identity, culture, and passion. Each brings their own experiences and commitment into the classroom, learning alongside their students while finding unique ways to keep the language alive.

Catherine Flores: building language through music, play, and joy

Catherine Flores, a kindergarten teacher of Filipino descent, is learning Ojibwe and Cree while teaching it. She works closely with language keepers to navigate different dialects and language complexities. “At first, I was so scared because, of course, it’s a new language, and English is already my second language,” she says, “but if it’s a challenge, then I have to do it for my kids.”

“Getting them to learn this is to also teach myself how to learn the language.”
She uses routines and songs to make learning fun and consistent. “It surprises me to see them singing independently,” she shares. Parents have even told her, “Oh, they want to come to your class… even on a Saturday when there’s no school.”

Destiny Elcock: reclaiming language as a parent and teacher

From Pinaymootang First Nation on Treaty 2 territory, Destiny Elcock’s work became deeply personal after becoming a parent. She recognized the importance of passing language to the next generation. “I see it as a responsibility that I have, to make sure that the language continues,” she says. Teaching Grades 1 to 3, Destiny integrates daily immersion, inquiry learning, and works with language keepers to make Ojibwe part of daily school life.

A key part of the program is auditory exposure, helping students hear and interact with the language both in class and on the land. Her goal is to reconnect students with identity and land. “They are going to carry the next generation forward,” she says. “They’ll grow into strong stewards of the land that have their language and their culture and are proud of who they are.”

Stacy Stockton: using music to bring language and culture to lifeMusic and choir teacher Stacy Stockton merges Cree and Ojibwe into her classes, viewing music as a powerful way to support language learning and cultural connection. “Music is such a great way to learn language,” she says, citing traditional songs, translated familiar tunes, and new compositions.

Working with language classes and keepers, Stacy helped students write original songs, like one in Cree using playground language to bring the language into everyday life. Her current focus is on creating more resources for Swampy Cree, a dialect with fewer teaching materials, and the response has been strong. Students in all classes “feel like they’re a part of something that is important and that is great,” she says.

An Ongoing Commitment to Language and Culture

Catherine Flores, Destiny Elcock, and Stacy Stockton are a few examples of how teachers all around Winnipeg School Division bring their own experiences and commitment to language revitalization. Their unique approaches are helping to make Indigenous languages a living part of the classroom and community, while elevating Isaac Brock School as a leader in Indigenous education.