Linguistic and Sociocultural Perspectives on Second Language Learning in the Cherokee Nation Immersion School

• In Event: Roundtable Session 7
  In Roundtable Session: Indigenous Education in K-12 Schools

Abstract

The Cherokee language is considered “severely endangered”: most self-identified, fluent speakers are over the age of 40 and few children are learning the language in the home. This puts Cherokee in danger of disappearing before the end of the century. As part of its revitalization efforts, Cherokee Nation in Tahlequah, Oklahoma has introduced the language to children in an immersion school that serves preschool through sixth grade students. This paper reports on a multidimensional study of children learning Cherokee-as-a-second-language through immersion. Language assessment data, classroom observations, and conversations with immersion teachers and parents have revealed both patterned and idiosyncratic features of children’s developing language proficiency, which we discuss within the sociolinguistic context of Cherokee language shift and revitalization.

Authors

• Lizette Peter, The University of Kansas

• Tracy Hirata-Edds, The University of Kansas

• Philip Duncan, University of Kansas

• Durbin Feeling, Cherokee Nation

• Wyman Kirk, Northeastern State University - Tahlequah