[Member spoke in Inuktitut as follows:]
ᐋ, ᖁᔭᓐᓇᒦᒃ, ᓯᕗᓪᓕᕐᒥᒃ, ᐋᒻ, ᒪᒃ ᒑᕐᓅ ᖁᔭᓕᒍᒪᕙᕋ ᐃᒃᓯᕙᐅᑕᒃᓯᐊᕙᐅᓚᐅᕐᒪᑦ ᓄᖅᑲᑲᓪᓚᓚᐅᕐᒪᑦ ᓇᒻᒥᓂᖅ ᖁᔭᓕ− ᒍᓐᓇᓚᐅᓐᖏᓇᒃᑯ, ᐋ, ᐅᖃᑲᐅᖅᑐᕈᒪᑐᐃᓐᓇᖅᓱᒍ ᐊᒻᒪᓗ ᐋ ᐃᒡᕕᑦ ᐅᐱᒋᕙᒋᑦ ᔨᓇ ᐃᒃᓯᕙᐅᑕᖃᓕᕋᑦᑕ ᐃᓕᓐᓂᒃ, ᐋ, ᐊᔪᓐᖏᑦᓯᐊᓂᐊᖅᓱᑎ ᓇᓗᓇᓐᖏᑦᑐᖅ ᐅᐱᒋᕙᒋᑦ, ᐋᒻ, ᑖᓐᓇ ᐊᐱᕆᓂᐊᖅᑕᕋ ᒫᕐᒍᕋᑦ ᓯᕗᓪᓕᐅᓗᓂ ᑭᐅᔪᓐᓇᕐᓂᐅᕈᓂ ᐊᒻᒪᓗ ᑖᒪᔅ ᑭᖑᓂᐊᒍᑦ. ᐋᒻ, ᐃᓕᓴᐃᔾᔪᑎᒃᓴᓂ ᐃᓕᓴᐃᔾᔪᑎᒋᔭᐅᓲᓂᒃ ᐊᐱᖅᑯᑎᖃᕐᓂᐊᕋᒪ ᑖᒃᑯᐊ, ᐋ, ᓄᓇᖃᖅᑲᖅ− ᓯᒪᔪᖅᑎᒍᑦ, ᐋ, ᐃᓕᓐᓂᐊᕐᓂᕆᖃᑦᑕᖅᑕᕗᑦ ᐊᔾᔨᒌᓐᖏᓐᓂᖏᑦ ᓇᓗᓇᓐᖏᒻᒪᑦ ᓲᕐᓗ ᒫᓐᓇ ᐃᓱᒪᓇᕐᒪᑦ ᐋ, ᓄᓇᖅ ᓄᓇᖅᑲᑎᒌᓕᖅᑎᑕᐅᓯᒪᓂᑯᐃᑦ, ᐋᒻ, ᐃᓕ...ᐃᓕᓴᐃᔾᔪᑎᖏᑦ ᖃᓪᓗᓈᑎᑑᓗᐊᖅᑰᕐᒪᑕ ᓱᓕ ᑖᓐᓇ ᐃᓱᒪᒋᔭᕋ ᑖᓐᓇ ᐊᐱ− ᕆᕙᑦᓯ ᓲᕐᓗ, ᐋ, ᑖᒃᑯᐊ ᐃᓕᓐᓂᐊᕈᑏᑦ ᖃᓪᓗᓈᑎᑑᓗᐊᕐᒪᑕᖅᑲᐃ, ᐋ, ᑖᒃᑯᐊ ᓄᓇᖃᖅᑳᖅᓯᒪᔪᐃᑦ ᐃᓚᕙᓪᓕᐊᓐᖏᓛᑦ ᑖᒃᑯᐊ ᐋ ᐃᓕᓴᐃᔾᔪᑕᐅᓇᔭᖅᑐᑦ ᓄᓇᖃᖅᑳᖅᓯᒪᔪᐃᑦ, ᐋᒻ, ᐃᓕᓐᓂᐊᕈᑎᖏᓐᓂᒃ ᐊᑐᖅᔫᒥᒍᑎᒃ, ᐋ, ᐊᒥᓱᓐᖑᖅᐹᓪᓕᕋ− ᔭᖅᐸᑕᖃᐃ ᑖᒃᑯᐊ ᒪᕐᕉᒃ ᐊᐱᖅᑯᑎᒋᔭᒃᑲ, ᐋᒻ, ᒫᕐᒍᕋᑦ ᒫᕐᔅ ᓯᕗᓪᓕᐅᕌᓪᓚᓚᐅᕐᓗᓂ ᑖᒪᔅ ᑭᐅᖃᑕᐅᔪᓐᓇᕈᓂ.
[Inuktitut text interpreted as follows:]
Thank you.
Firstly, I want to thank Marc Garneau for the time he served us as chairperson. He resigned before I had a chance to thank him.
Jenica, I welcome you to the chairperson's seat. I'm pretty sure that you will do a good job.
The question I have is for Margaret, and for Thomas afterward.
I will be speaking to the curriculum in colonized communities, because people who come from colonized communities struggle more. There are people who were taken from camps and settled into one community, and because of this, a lot of the learning or teaching materials have not really changed at all. A lot of the teaching materials are in English, and they do not really serve the indigenous people who are being taught. I wonder if this could be addressed.
Margaret Moss, if you could reply to my question, I would appreciate it. We need to see more teaching material in our languages.
[English]