This article explores relationality and relational accountability in Indigenous education, contextualizing these processes within a current US-wide study of Indigenous-language immersion (ILI) schooling. With the goals of promoting language and culture revitalization alongside education equity, self-determination, and community well-being, ILI…

This article examines Indigenous-language immersion (ILI) schooling, an innovative approach in which most or all instruction occurs in the Indigenous language, with a strong culture-based curriculum. With the goals of promoting language revitalization, academic/holistic wellbeing, and cultural identity and continuance, ILI is a form of sustainable…

Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on longterm collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language…

In this chapter, the authors offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. They use the term "reclamation" purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization. Language reclamation…

In Native American communities, the "global here and now" (Appadurai, 2001) is linked to twin movements for standardization and English supremacy, resulting in the decline of Indigenous languages and persistent educational disparities. This article takes up Appadurai's call to democratize research on globalization, juxtaposing theories that…

This article examines current efforts to revitalise, stabilise, and maintain Indigenous languages in the USA. Most Native American languages are no longer acquired as a first language by children. They are nonetheless languages of identity and heritage, and in this sense can and should be considered mother tongues. The article begins with a…

This paper discusses the contribution of school-based mother-tongue literacy to the maintenance and renewal of endangered languages, with Navajo as the case in point. Although Navajo claims the most speakers among U.S. indigenous languages, the absolute number and relative proportion of Navajo speakers have declined drastically in the last 30…

Focuses on bilingual education programs in Indian schools and communities in the southwestern United States. A social-historical analysis of bilingual education policy is presented, with findings from research on bilingual education. (59 references) (CK)

In this article, the authors explore the personal, familial, and academic stakes of Native language loss for youth, drawing on narrative data from the Native Language Shift and Retention Project, a five year (2001-06), federally funded study of the nature and impacts of Native language shift and retention on American Indian students' language…

Data from three well-documented American Indian language immersion programs (teaching Navajo, Hawaiian, and Keres) and from an ongoing large comparative study of language shift/retention in six Indian school-community sites suggest that immersion schooling can serve the dual roles of promoting students' school success and revitalizing endangered…

Provides an overview of indigenous-education programs in the United States, including Alaska and Hawaii. Discussion focuses on the historical context that has seen consistent attempts to eradicate the languages and life ways of Native Americans. Case studies are presented that illustrate the role of indigenous-language-education programs in…

This paper describes the American Indian Language Development Institute (AILDI), which can serve as a model for connecting school, community, and university resources to strengthen indigenous languages. Since 1978, AILDI has held annual summer institutes that team community-based native speakers of indigenous languages with academic linguists and…

Examines the efforts of indigenous communities in the United States to maintain and revitalize their languages by restoring traditional learning environments and creating new ones. Describes immersion programs in Hawaiian and Navajo, bilingual education programs, master-apprentice programs, development of a Hualapai writing system and resources,…

The Hualapai (Arizona) Bilingual/Bicultural Program is nationally recognized for its achievements in native language literacy and bilingual/bicultural curriculum development. The article presents information on how the program evolved, the role of indigenous educators, community involvement, and biliteracy education in a community with a…