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Native American Youth Discourses on Language Shift and Retention: Ideological Cross-Currents and Their Implications for Language Planning
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McCarty, Teresa L.; Romero-Little, Mary Eunice; Zepeda, Ofelia – International Journal of Bilingual Education and Bilingualism, 2006
This paper examines preliminary findings from an ongoing federally funded study of Native language shift and retention in the US Southwest, focusing on in-depth ethnographic interviews with Navajo youth. We begin with an overview of Native American linguistic ecologies, noting the dynamic, variegated and complex nature of language proficiencies…
Descriptors: Youth, Language Planning, Ethnography, Interviews
A Place To Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling. Sociocultural, Political, and Historical Studies in Education.
McCarty, Teresa L. – 2002
This book presents the voices of Navajo parents, students, educators, administrators, school board members, and politicians in Rough Rock, Arizona, home of a community based school for American Indian students. The Rough Rock Demonstration School, started in 1966, is lauded as an exemplary "experiment" in American Indian education. It…
Descriptors: American Indian Education, Community Control, Community Schools, Culturally Relevant Education
Reclaiming the Gift: Indigenous Youth Counter-Narratives on Native Language Loss and Revitalization
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McCarty, Teresa L.; Romero, Mary Eunice; Zepeda, Ofelia – American Indian Quarterly, 2006
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…
Descriptors: Research Methodology, Biographies, Participant Observation, Language Skill Attrition
Federal Language Policy and American Indian Education.
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McCarty, Teresa L. – Bilingual Research Journal, 1993
In the past 25 years, both content and context of American Indian education have changed tremendously, largely due to a dynamic interplay between federal language policy and initiatives generated by Indian schools and communities. This paper integrates a historical analysis of federal language policy with comparative ethnographic data from Indian…
Descriptors: American Indian Education, Bilingual Education, Bilingual Teachers, Cultural Maintenance