TLS 504
Prof. Rubinstein-Avila
This research paper will focus on language revitalization and attitudes towards bilingualism development in Native American communities. The ideology that English should be the dominant language spoken in the United States is an ideology woven into the foundational beliefs of this country. Many minoritized communities were shamed away from speaking any language that wasn’t English. Some states even mandating curricula be taught only in English. Despite research reflecting the benefits from teaching through bilingual education.
This paper will look at the Native American Languages Act of 1990 and its role in promoting bilingual teaching and language revitalization in the classroom and at home. As a result of colonization, Indian boarding schools, and policies designed to eliminate native languages many tribes with a few exceptions, learn their tribal language as a second language to English. A lot of exposure happens in a school tribal language class, or with interactions with grandparents. This combined with tribal sovereignty and a trust relationship with the United States government creates a unique situation on each tribal nation. Tribal sovereignty refers to the right of tribes to govern their own community and reservations. Trust relationship refers to the responsibility of the US government to fulfill its obligations to federally recognized tribes (treaty rights, access to healthcare, funding for BIA schools etc.). Each tribe has their own beliefs, languages, and cultures. However, regardless of the diversity within Indian country there is one struggle to bring back and revitalize their tribal languages,
This paper will also examine barriers to bilingualism in Native American communities. Some of these challenges include community outlook on tribal languages, access to materials/media made in the language, and access to resources to have immersion style classes. By examining these factors, the goal is to better understand why Native American languages are in the position they are in now. Even more importantly how some tribes are leading the way for language revitalization and bilingualism development. The lessons from more established revitalization programs and bilingual teaching programs can be a model for other tribes in the beginning stages of revitalization.
References:
Chao, X., & Waller, R. (2021). Urban Indigenous Bilingualism: An “Environmental Allergy?” Urban Education (Beverly Hills, Calif.), 56(6), 982–1011. https://doi.org/10.1177/0042085917727572
Crawley, C. K. (2020). Native American bilingual education : an ethnography of powerful forces.
Francis, N., & Reyhner, J. (2002). Language and literacy teaching for indigenous education: A bilingual approach (1st ed., Vol. 37). Multilingual Matters. https://doi.org/10.21832/9781853596025
Leedom Shaul, D. (2014). Linguistic Ideologies of Native American Language Revitalization: Doing the Lost Language Ghost Dance (2014th ed.). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-05293-9
Ijalba, E., Velasco, P. & Crowley, C. J. (2019). Language, Culture, and Education: Challenges of diversity in the United States (eds). Cambridge University.
McCoy, M. L. (2003). A Compilation of Federal and State Education Laws regarding Native Language in Curriculum and Certification of Teachers of Native Languages.
Warhol, L. (2011). Native American language education as policy-in-practice: an interpretative policy analysis of the Native American Languages Act of 1990/1992. International Journal of Bilingual Education and Bilingualism, 14(3), 279–299. https://doi.org/10.1080/13670050.2010.486849
Evan John