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

Paper/Best Practice Session (1 hour)

Multiple

Indigenous Language Immersion

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

What can we learn from Indigenous revitalization-immersion to improve education practice for Indigenous and other nondominant learners? What do these efforts teach about promoting equity, positive identity development, and individual and communal well being? As a unique "third model" of immersion education (Tedick et al., 2011), Indigenous revitalization-immersion has the combined goals of developing proficiency in the Indigenous language as a second language, promoting cultural knowledge and pride, and producing academic outcomes in parity with dominant-class students (Wilson & Kamanā, 2011). Examining research and praxis across cultural contexts, this presentation develops the themes of holism, relationship-building, belonging, and linguistic and educational self-determination. Understanding how diverse Indigenous peoples have been able to achieve success in their revitalization-immersion efforts, despite challenging circumstances, gives us a lens into how language policies and practices can be re-envisioned to support cultural and linguistic diversity and more inclusive, socially just education practices for all.