KnowledgeBases > Native American Language Immersion
Authored by Dr. Janine Pease-Pretty On Top, this study focuses on Native American language immersion schools and projects. The W. K. Kellogg Foundation supported this analysis, to describe and analyze native language immersion activities for children and families.
As noted in the study's Executive Summary there are five compelling reasons for language immersion.
First, there are those who recognize the serious rate of language loss and have made a lifetime commitment to tribal language restoration, for the vitality of the tribal nation and its future. Second, Native American children and youth have exhibited stagnant educational achievement (among the poorest achievement of all American ethnic groups). Native language immersion has demonstrated remarkable promise in participants' educational achievement. A third source of motivation to Native language immersion is the greater cultural and language preservation or revitalization effort that strengthens and rebuilds the Native community. Fourth, culture and language teaching and participation positively correlate with Native student retention rates. Fifth, Native leaders foresee a world in urgent need of Native perspectives or world-view in areas including child-rearing, natural resources management and family and community development.
The summary additionally identifies core principles associated with implementing native language immersion projects.
- Tribal nations' language authorities or commissions officially recognize the urgent and critical nature of their tribal language, its preservation/revitalization, and its relationship to their culture and social wellbeing of the tribe.
- Tribal community members and elders who are fluent tribal language speakers work together to plan and initiate awareness activities and introductory language immersion projects, as a foundation for language immersion programming.
- The design of the Native language immersion schools/camps and programs can best be characterized as "intensive culturally based programs."
- Instructors and resource people in the classroom, schools and camps share two qualities: (1) extraordinary commitment to tribal language revitalization and (2) fluency in the tribal language.
- The educators/instructors and activists who carry out Native language immersion have varied backgrounds.
- Language immersion programming is uniquely planned and implemented.
- Master/Apprentice and Mentor/Mentee relationships develop language and cultural leadership.
- A low student/teacher ratio of 5 or 6 students to 1 teacher promotes maximum learning impact. Native language immersion students or participants are all ages. The schools serve predominantly pre-school and K-6 children.
- Native language immersion funding varies dramatically and is problematic.
While these principles are applicable in general there is no one size fits all description for native language immersion activities or projects.
The report explores the following major topics.
A. Achievement, Language Loss and Native American Imperatives
B. Native Language Immersion, the People's Design
C. The Big Picture in Native Education and Native Language Preservation
D. Native Language Immersion Projects
E. Indigenous Models of Language Immersion
F. Conclusions
The report concludes with the following statement; "Native American Language Immersion is a source of hope for Native America; it is innovative education for Native children and families."
Educators interested in learning more about native language immersion may be interested in reading the whole study. Click on the source document to read the complete report.
Source:
Native American Language Immersion , Dr. Janine Pease-Pretty On Top, American Indian College Fund
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