Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Indigenous language immersion is a unique strand of immersion and dual language programs. Despite different sociocultural and geopolitical contexts of operation, unique commonalities unite Native peoples in sustainably revitalizing their traditional cultures and languages. Topics surrounding the cultural foundation of the Indigenous language immersion model continuum are explored and discussed.

Symposium (2 hours + 15 minutes)

Indigenous Language Immersion

Multiple

Pre-K
Elementary (K-5)
Middle School/Junior High
High School
Post-Secondary

Staying True to the Spirit of our Languages and Cultures in Indigenous Language Immersion

Symposium organized by

Brian McInnes, University of Minnesota - Duluth

Language immersion programs present a hopeful and potential means of sustainably revitalizing threatened Indigenous languages. Dakota, Native Hawaiian, Ojibwe, and Quechua peoples are all actively working to strengthen and grow program models in their traditional territories. Indigenous language immersion has emerged as a unique class of bilingual education program based on its purpose, overall approach to teaching and learning, adaptation of academic standards and assessment, and the incorporation of cultural perspectives in practice. Adapting ancient languages and incorporating land-based cultural traditions within the framework of contemporary school-based programming is not without challenge. Mainstream learning environments, resources, and pedagogical structures may, in fact, be contradictory to traditional Indigenous models. Discussion of how Native language immersion programs from around the world determine and fulfill their operational goals in such contexts offers both important insight into the Indigenous language immersion paradigm, and inspiration for other groups. This is particularly important when the first speakers who helped found such programs find themselves passing the leadership baton to new generations of second language learner teachers.

Founded in the spirit of cultural maintenance and survival, Indigenous language programs are an important part of strengthening both community and identity. The incorporation of cultural products, practices, and perspectives is a shared feature with other world language models. It is, however, in the depth and degree of cultural investment that Indigenous language programs stand alone. The spiritual nature of Indigenous languages requires a unique approach to teaching and learning. Exploring the different experiences of varied tribal groups in maintaining the spirit of language and culture in language immersion programs may point towards a continuum of Indigenous immersion practice that can help scholars and educators better understand, create, and maintain such programs as sustainable sources of hope, academic achievement, and cultural prosperity.

Emerging Indigenous Second Language Programs

Neil McKay, Bdote Learning Center

Brooke Ammann, Waadookodaading Ojibwe Language Immersion School

Many global Indigenous languages are threatened or on the verge of extinction. Creating language immersion programs for children are widely viewed as a means of sharing the language as broadly as possible in the community context. In many cases, only a few surviving tribal elder speakers remain and teaching staffs must work collaboratively with fluent speakers to revitalize language before it disappears. With language tied closely to identity in Indigenous contexts, the stakes are high. Emerging programs face the special challenge of creating general vocabulary, adapting cultural methods of education to school-based contexts, and forging new cultural syntheses of teaching and learning. A unique quality of hope and heroic determination characterizes such efforts which are on the forefront of their nations’ need to reclaim language, culture, and identity. Cultural and spiritual connections are vital inclusions in programs that seek authentic community recognition and engagement. 

Established Indigenous Second Language Program

Brooke Ammann, Waadookodaading Ojibwe Language Immersion School 

Kalehua Krug, Native Hawaiian Language Immersion

Contemporary Indigenous models of language immersion education were initiated decades ago by Maori and Native Hawaiian peoples. These efforts are known throughout the world for their success in helping create thousands of speakers of the target language who embrace the cultural traditions of their peoples. Such immersion efforts now run from birth through Ph.D level programming, and offer long-term hope and inspiration for the continued adaptation and survival of Indigenous peoples and survival. In such established program models, strong standards for language and culture learning have been developed alongside academic content objectives. Language revitalization efforts in schools are partnered with those in the home and community, and initiatives to train future language teachers are robust. The successes and challenges faced by established programs are unique in ensuring that new sources of knowledge and learning practices are compatible with Indigenous modalities. 

Maintenance Programs for First Language Speaking Communities

Kalehua Krug, Native Hawaiian Language Immersion 

Elizabeth Sumida Huaman, Quechua Language and Culture Education

Indigenous language education for first language speakers of Native tongues remains a viable and important consideration in a global context. This applies equally to tribal groups who have successfully revitalized their languages to the point of raising first speaking children within the home setting, or peoples who have not lost their language but are beginning to feel the stresses of acculturation for the first time. How to grow Indigenous languages into new contexts of linguistic and cultural actualization—where language learning considerations become secondary to the development of cultural perspective—is a desired and necessary goal for all Native nations committed to quality long-term immersion efforts.