Aiyana (Sa’tahtaki) Twigg
Why did you choose your program at UBC and what did you enjoy most about it?
I chose to double major in First Nations and Endangered Languages (FNEL) and Anthropology at UBC because of my deep commitment to supporting my community, the Ktunaxa Nation, in revitalizing our critically endangered language.
Growing up, I didn’t have the opportunity to learn Ktunaxa due to the intergenerational impacts of colonial assimilation policies, including the Indian Residential School system, which all four of my grandparents and my father attended. I wanted to change this for future generations. When I learned that UBC offered Indigenous-led programs and had a strong focus on language revitalization, I knew it was the right place for me.
The FNEL program provided an incredible sense of belonging. It was small, supportive, and filled with people who shared the same passion for language and culture. What I enjoyed most was being surrounded by other Indigenous students and faculty who became like family. I am still close with many of them as we learn from each other and walk together on our language journeys.
What were some of your most meaningful experiences at UBC?
I was fortunate to have many meaningful experiences at UBC, but the most memorable were serving as a peer advisor with Arts Indigenous Student Advising (AISA) and also as the main facilitator for the Indigenous Leadership Collective (ILC) at UBC Vancouver.
I had just transferred from UBC Okanagan during the pandemic, so all of the classes and events were online and I didn’t know many people yet. When my academic advisors, Maggie Moore and Karlene Harvey, told me the roles would be challenging, I wondered if I was ready. But I decided to take the leap.
It ended up being one of the best decisions I made. Through the roles, I learned how to foster leadership, connection, and joy in a virtual environment. I was able to bring Indigenous students together, create events that people appreciated, and build lasting friendships and networks.
This experience helped me grow in confidence and reminded me how important it is to step outside your comfort zone and lead with community in mind.
What choices did you make at UBC that contributed to your career success / journey?
The best choices I made at UBC were the ones that pushed me out of my comfort zone, even when I felt nervous or unsure of myself.
Getting involved in campus life through organizations I cared about, supporting my community through resource development, and launching my social media platform, @KtunaxaPride, shaped both my personal and professional growth. I wanted to give back to the same programs that supported me during my time at UBC.
At UBC Okanagan, I served as co-facilitator for the Indigenous Living Learning Community and as an Indigenous host with Indigenous Programs and Services. After transferring to UBC Vancouver, I got involved as a peer advisor for AISA, the main facilitator for ILC, and as an undergraduate research assistant for the Relational Lexicography Project. Through all these opportunities, I gained invaluable experiences that shaped my academic and professional journey.
@KtunaxaPride became a space for me to continue supporting my community while being far from home. It is a platform dedicated to raising awareness, educating, and inspiring both Indigenous and non-Indigenous audiences about language revitalization. Through this platform, I developed educational resources and multimedia content focused on Indigenous language preservation. Notably, as part of my FNEL class in Technologies for Endangered Languages, I produced one of the first animations in the Ktunaxa language, “Q̓uȼaȼ ȼ T̓awiȼ̓ik̓xu: Chipmunk and Grasshopper.” This offered a unique approach to language documentation and cultural storytelling.
These experiences helped me find my voice, strengthen my leadership skills, and build a sense of community grounded in laughter, learning, and connection. The relationships and confidence I gained through these roles continue to guide me in my career today.
What was your first job after graduation and what other jobs did you have before your current position?
My first job after graduation was as a programme assistant for the Culture Sector at the Canadian Commission for UNESCO (CCUNESCO). In this role, I contributed to national and international initiatives for the United Nations International Decade of Indigenous Languages (2022–2032). I served as the lead developer and author of “Safeguarding Your Language Through Documentation: A Toolkit for Beginners”—this resource is available in English, French, and Spanish and supports communities in documenting and protecting their languages. I also delivered three keynote speeches along with two workshops on practical methods for language documentation, and supported research exploring the intersections of Indigenous languages with biodiversity, accreditation, and digital documentation practices.
Before my current role as youth advisor and language advocate with CCUNESCO, I worked in several community-based roles supporting language revitalization and documentation within the Ktunaxa Nation and beyond. I served as an administrative assistant with the ⱡkamnin̓tik Children’s Truth and Reconciliation Survivors Society, a language contractor with the Ktunaxa Nation Council, and later as a language documentation specialist and youth workshop facilitator with Changing Horses Not-for-Profit. Here, I co-designed the “Aokakiaanistaawa: Spring Learning Series in Blackfoot Language Documentation” for Blackfoot high school students and Elders. I also completed 900 hours of immersive Ktunaxa language learning through the Mentor–Apprentice Program with the First Peoples’ Cultural Council, advancing my fluency and deepening my language work.
These experiences have shaped my current path as a community linguist, language consultant, and advocate for Indigenous language revitalization, guiding my contributions to national and international discussions, workshops, and youth-focused initiatives.
Is your current career path as you originally intended? What challenges did you face in launching your career?
Yes, my career path is what I intended, but it has become so much more than I ever imagined.
When I began my journey at UBC in 2018, my goal was simple: to support my community through Ktunaxa language revitalization. I didn’t yet know what that would look like, but my path has since expanded to national and international levels.
I’ve had the honour of contributing to the United Nations International Decade of Indigenous Languages (2022–2032) through my involvement with its Youth Advisory Group and the International Decade of Indigenous Languages Working Group with CCUNESCO.
One of the most meaningful moments in my career was speaking Ktunaxa for the first time at the UNESCO headquarters in Paris during the Voices of Resilience event where I gave the closing remarks. I also had the privilege of speaking at four events during the 23rd Session of the United Nations Permanent Forum on Indigenous Issues at the UN Headquarters in New York—experiences I will never forget.
The greatest challenge has been navigating colonial institutions that were never built for Indigenous voices. While I’ve had incredible support from colleagues, I continue to advocate for the recognition, respect, and importance of Indigenous languages within these spaces.
What do you like about your current job and what do you find challenging? How does it relate to your degree?
I love being able to connect with mentors in my community, collaborate with Indigenous and non-Indigenous people passionate about safeguarding Indigenous languages, and continue to speak, learn, and advocate for Ktunaxa and other Indigenous languages.
The most challenging part of my work is the emotional and mental fatigue that comes with being part of a field that is understaffed and underrepresented. Indigenous language practitioners often take on multiple responsibilities ranging from learning and teaching languages to volunteering and advocating, all while navigating systemic gaps in support. This can be mentally and emotionally draining, especially as we work under the pressure of preserving our languages while our Elders are still with us.
Everything I do in my career directly relates to my BA in FNEL and Anthropology as I apply the skills and knowledge I gained at UBC to real-world language revitalization projects while also contributing to broader academic discussions and best practices in the field.
From your experience, what has been the value of having an Arts degree?
My Arts degree helped me develop strong research, writing, and presentation skills while giving me hands-on experience in Indigenous language revitalization.
Much of the work I do today stems directly from my time in the FNEL and Anthropology programs and with AISA. I am forever grateful for the guidance and support I received from the faculty, staff, and fellow students.
What advice would you give to students and alumni interested in breaking into your industry?
If you want to become involved in Indigenous language revitalization, I can share three pieces of advice.
First, don’t be afraid to start. You don’t need to be a fluent speaker or know exactly where to start. Start with what you know.
Second, always come back to your “why.” Ask yourself who this work is for and why it matters. Rooting yourself in purpose, whether for your community, your children, or your future self, reminds you that this work is about connection, identity, and healing, not just language.
And third, don’t give up. Language revitalization takes time, patience, and heart. Even small efforts can have a lasting impact, and the ripple effects of your work may be felt for years to come.
What advice would you give your graduating self?
I would tell myself, maʔȼ ʔat pasin—don’t give up! Believe in yourself and put yourself out there. Get involved with organizations you care about. Learn to network and connect with students, faculty, and staff from diverse backgrounds and programs. And remember to take breaks and care for yourself along the journey.
Aiyana (Sa’tahtaki) Twigg
Why did you choose your program at UBC and what did you enjoy most about it?
I chose to double major in First Nations and Endangered Languages (FNEL) and Anthropology at UBC because of my deep commitment to supporting my community, the Ktunaxa Nation, in revitalizing our critically endangered language.
Growing up, I didn’t have the opportunity to learn Ktunaxa due to the intergenerational impacts of colonial assimilation policies, including the Indian Residential School system, which all four of my grandparents and my father attended. I wanted to change this for future generations. When I learned that UBC offered Indigenous-led programs and had a strong focus on language revitalization, I knew it was the right place for me.
The FNEL program provided an incredible sense of belonging. It was small, supportive, and filled with people who shared the same passion for language and culture. What I enjoyed most was being surrounded by other Indigenous students and faculty who became like family. I am still close with many of them as we learn from each other and walk together on our language journeys.
What were some of your most meaningful experiences at UBC?
I was fortunate to have many meaningful experiences at UBC, but the most memorable were serving as a peer advisor with Arts Indigenous Student Advising (AISA) and also as the main facilitator for the Indigenous Leadership Collective (ILC) at UBC Vancouver.
I had just transferred from UBC Okanagan during the pandemic, so all of the classes and events were online and I didn’t know many people yet. When my academic advisors, Maggie Moore and Karlene Harvey, told me the roles would be challenging, I wondered if I was ready. But I decided to take the leap.
It ended up being one of the best decisions I made. Through the roles, I learned how to foster leadership, connection, and joy in a virtual environment. I was able to bring Indigenous students together, create events that people appreciated, and build lasting friendships and networks.
This experience helped me grow in confidence and reminded me how important it is to step outside your comfort zone and lead with community in mind.
What choices did you make at UBC that contributed to your career success / journey?
The best choices I made at UBC were the ones that pushed me out of my comfort zone, even when I felt nervous or unsure of myself.
Getting involved in campus life through organizations I cared about, supporting my community through resource development, and launching my social media platform, @KtunaxaPride, shaped both my personal and professional growth. I wanted to give back to the same programs that supported me during my time at UBC.
At UBC Okanagan, I served as co-facilitator for the Indigenous Living Learning Community and as an Indigenous host with Indigenous Programs and Services. After transferring to UBC Vancouver, I got involved as a peer advisor for AISA, the main facilitator for ILC, and as an undergraduate research assistant for the Relational Lexicography Project. Through all these opportunities, I gained invaluable experiences that shaped my academic and professional journey.
@KtunaxaPride became a space for me to continue supporting my community while being far from home. It is a platform dedicated to raising awareness, educating, and inspiring both Indigenous and non-Indigenous audiences about language revitalization. Through this platform, I developed educational resources and multimedia content focused on Indigenous language preservation. Notably, as part of my FNEL class in Technologies for Endangered Languages, I produced one of the first animations in the Ktunaxa language, “Q̓uȼaȼ ȼ T̓awiȼ̓ik̓xu: Chipmunk and Grasshopper.” This offered a unique approach to language documentation and cultural storytelling.
These experiences helped me find my voice, strengthen my leadership skills, and build a sense of community grounded in laughter, learning, and connection. The relationships and confidence I gained through these roles continue to guide me in my career today.
What was your first job after graduation and what other jobs did you have before your current position?
My first job after graduation was as a programme assistant for the Culture Sector at the Canadian Commission for UNESCO (CCUNESCO). In this role, I contributed to national and international initiatives for the United Nations International Decade of Indigenous Languages (2022–2032). I served as the lead developer and author of “Safeguarding Your Language Through Documentation: A Toolkit for Beginners”—this resource is available in English, French, and Spanish and supports communities in documenting and protecting their languages. I also delivered three keynote speeches along with two workshops on practical methods for language documentation, and supported research exploring the intersections of Indigenous languages with biodiversity, accreditation, and digital documentation practices.
Before my current role as youth advisor and language advocate with CCUNESCO, I worked in several community-based roles supporting language revitalization and documentation within the Ktunaxa Nation and beyond. I served as an administrative assistant with the ⱡkamnin̓tik Children’s Truth and Reconciliation Survivors Society, a language contractor with the Ktunaxa Nation Council, and later as a language documentation specialist and youth workshop facilitator with Changing Horses Not-for-Profit. Here, I co-designed the “Aokakiaanistaawa: Spring Learning Series in Blackfoot Language Documentation” for Blackfoot high school students and Elders. I also completed 900 hours of immersive Ktunaxa language learning through the Mentor–Apprentice Program with the First Peoples’ Cultural Council, advancing my fluency and deepening my language work.
These experiences have shaped my current path as a community linguist, language consultant, and advocate for Indigenous language revitalization, guiding my contributions to national and international discussions, workshops, and youth-focused initiatives.
Is your current career path as you originally intended? What challenges did you face in launching your career?
Yes, my career path is what I intended, but it has become so much more than I ever imagined.
When I began my journey at UBC in 2018, my goal was simple: to support my community through Ktunaxa language revitalization. I didn’t yet know what that would look like, but my path has since expanded to national and international levels.
I’ve had the honour of contributing to the United Nations International Decade of Indigenous Languages (2022–2032) through my involvement with its Youth Advisory Group and the International Decade of Indigenous Languages Working Group with CCUNESCO.
One of the most meaningful moments in my career was speaking Ktunaxa for the first time at the UNESCO headquarters in Paris during the Voices of Resilience event where I gave the closing remarks. I also had the privilege of speaking at four events during the 23rd Session of the United Nations Permanent Forum on Indigenous Issues at the UN Headquarters in New York—experiences I will never forget.
The greatest challenge has been navigating colonial institutions that were never built for Indigenous voices. While I’ve had incredible support from colleagues, I continue to advocate for the recognition, respect, and importance of Indigenous languages within these spaces.
What do you like about your current job and what do you find challenging? How does it relate to your degree?
I love being able to connect with mentors in my community, collaborate with Indigenous and non-Indigenous people passionate about safeguarding Indigenous languages, and continue to speak, learn, and advocate for Ktunaxa and other Indigenous languages.
The most challenging part of my work is the emotional and mental fatigue that comes with being part of a field that is understaffed and underrepresented. Indigenous language practitioners often take on multiple responsibilities ranging from learning and teaching languages to volunteering and advocating, all while navigating systemic gaps in support. This can be mentally and emotionally draining, especially as we work under the pressure of preserving our languages while our Elders are still with us.
Everything I do in my career directly relates to my BA in FNEL and Anthropology as I apply the skills and knowledge I gained at UBC to real-world language revitalization projects while also contributing to broader academic discussions and best practices in the field.
From your experience, what has been the value of having an Arts degree?
My Arts degree helped me develop strong research, writing, and presentation skills while giving me hands-on experience in Indigenous language revitalization.
Much of the work I do today stems directly from my time in the FNEL and Anthropology programs and with AISA. I am forever grateful for the guidance and support I received from the faculty, staff, and fellow students.
What advice would you give to students and alumni interested in breaking into your industry?
If you want to become involved in Indigenous language revitalization, I can share three pieces of advice.
First, don’t be afraid to start. You don’t need to be a fluent speaker or know exactly where to start. Start with what you know.
Second, always come back to your “why.” Ask yourself who this work is for and why it matters. Rooting yourself in purpose, whether for your community, your children, or your future self, reminds you that this work is about connection, identity, and healing, not just language.
And third, don’t give up. Language revitalization takes time, patience, and heart. Even small efforts can have a lasting impact, and the ripple effects of your work may be felt for years to come.
What advice would you give your graduating self?
I would tell myself, maʔȼ ʔat pasin—don’t give up! Believe in yourself and put yourself out there. Get involved with organizations you care about. Learn to network and connect with students, faculty, and staff from diverse backgrounds and programs. And remember to take breaks and care for yourself along the journey.
