A boat and houses in Iqaluit, Nunavut
By Lauren-Rose Stunell
The Magic of Stories in Inuktut
When I was in my first semester at university, I remember a professor in my Classic French Literature class tell us that we should always read stories in the language in which they were first published since it’s the only time nothing will be lost in translation. I very quickly ordered a copy of Beauty and the Beast in the original French by Gabrielle-Suzanne Barbot de Villeneuve and realized the story was different and more magical than what Disney had portrayed. With a deeper understanding of words that may be untranslatable, it makes sense that stories should be honoured in the language in which they were first told.
We learned last year that Inuktut — the term that refers to all Inuit languages, and an official language of Nunavut — has many words for snow that we do not find in English or French. For generations, Inuit knowledge has been carried and passed down through stories. Long before what we know as Western education and the harmful effects of residential schools, children learned about the land, weather, relationships, community, and how to be kind through stories. The only way in which a story can be told is through language.
Inuit stories teach beautiful messages about patience, kindness, respect, and survival. They have taught me why certain geographic places matter, how to treat animals, and what it means to care for one another. These stories were first told in Inuktut, which connects the Inuit to their language, culture, identity, environment, and family values. Inuktut words hold immense cultural knowledge that does not translate easily. Rhythm, repetition, tone, and imagery all play a role in how stories are shared and understood. The language itself shapes how the story is experienced.
Teaching from the Heart
Many Indigenous communities share that, traditionally, stories were passed from elders to their families and children during everyday moments. Every moment was a teaching moment, and stories were shared while travelling, resting, or waiting out harsh weather conditions. When we think of storytelling in this way, it is hard to separate language learning with cultural learning. To know the Inuktut languages was to know the stories, and knowing the stories was a piece of who you were.
This reveals another example of the devastating effects of residential schools. Colonization disrupted and, in some cases, prevented children from ever learning their traditional languages, which separated them from the stories that carried their Inuit knowledge and identity. In our modern-day classrooms, exploring oral storytelling and honouring Indigenous languages gives us a chance to keep stories alive. These stories did not freeze when colonization began. They continue to be told by Elders and knowledge keepers, and their stories have been adapted into English for settlers like me to understand and learn more about the traditional keepers of Turtle Island.
One of my favourite Inuit stories is that of the Qalupalik, a mystical creature that lives in the depths of the Arctic Ocean. This creature was known for snatching children who disobeyed their elders and came too close to the water’s edge. It sounds scary at first; however, it developed as a story of survival, cautioning children against coming too close to the dangerous waters in their environment and protecting them from thin ice. Considering the vast landscape of the land, it’s a very wise lesson in safety!
Learning even a few words in Inuktut helps connect students and stories and encourages them to appreciate why languages matter — not only for communication, but for understanding a rich history. When we as educators support the learning of Inuktut, we help ensure that Inuit stories can continue to be told in the language they were born in. And when stories live on, so do the knowledge, humour, and wisdom they carry. Language keeps stories alive — stories keep language alive.
Keeping Stories Alive in Our Classroom
Introduction/Description
We have come to understand that in Inuit culture, stories have always been a primary way of teaching, remembering, and sharing knowledge. Oral storytelling carries lessons about the land, relationships, and values. Inuktut is essential to keeping these stories alive in their original form. This teacher tool will encourage additional language (L+) learners to slow down, listen, and explore why language matters in storytelling, especially across generations. It is my hope that learners will understand that stories are living knowledge and the language is what allows them to continue. This lesson is for all learners who are willing to open their hearts to learn something new and appreciate and honour a culture so rich in story.
Learning Intentions
Students will be able to:
- Understand the importance of oral storytelling in Inuit culture
- Recognize Inuktut as a living language that continues to carry story and knowledge
- Develop active listening skills and understand the tradition of listening to learn
- Reflect on how language helps build stories across generations
- Make personal connections between listening, remembering, and sharing stories
Activity Sequence
- Setting a story space in a classroom is an important start to create a respectful place for storytelling. Explain to students that Inuit stories are traditionally shared orally and that listening in an important form of learning. If you choose to create a sharing circle, please review proper protocol from the land on which you teach and learn before beginning.
- Share an Inuit story with your class in the target language! I would challenge you to tell the story without the use of images so students can take a moment to practice their listening skills and explore their own imaginations. Inhabit Media offers a listing of traditional Inuit stories.
- There is no need to rush through the magic of storytelling. When you have read or shared the story, give students a moment to think. You can prompt them with questions such as these:
- What is one image you remember?
- How did the story make you feel?
- What moral or message stayed with you?
- Discuss why stories are stronger when told in the language they come from. You can work as a class to pick out the key words in the story and research the Inuktut word together. Create a visual on the classroom wall to remember these words and honour the Truth and Reconciliation Commission’s Calls to Action #13 and #14 on protecting Indigenous Languages. You could even create a living word wall to encourage students to learn words from many Indigenous languages or the traditional language(s) from the land on which you teach and learn.
Extension and Conclusion
A way to extend this lesson would be to encourage learners to retell the story they learned orally to a partner in the class or a family member. This is an authentic way to show them how stories are passed down using only language, not from books as they are today. You could challenge students to identify what feels different about listening to a story versus reading a story from a book. How does oral storytelling build a stronger sense of community?
When students have developed an understanding of and respect for oral storytelling, you could invite them to share short oral stories of their own and encourage them to share parts of their own identity. This is an excellent way to honour the cultures in your classroom. Build a sense of belonging in your classroom community and make all students feel loved, welcomed, and respected in your learning space.
If English is your target language, you may wish to introduce your students to the stories of Stuart McLean, told orally over CBC radio for many years.
