A Community Approach to Improving the Preparation of Indigenous Language Teachers

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-14 - The Power in Their Actions: The Role of Teachers' Theorizing and Action in Mediating Successful Practices

Abstract

Although space in schools for education of Indigenous languages is expanding, there still remains the question of how to best prepare Indigenous language teachers. Established language [immersion] teacher education programs do not provide adequate training for teaching indigenous language and certification policies have built structural barriers for speakers of Indigenous languages. Drawing on community participatory action research (CPAR), a workgroup of language activists, educators, administrators, and learners was established to provide a space for collaboration and facilitate inquiry about culturally relevant teacher education opportunities. The result is a rich narrative of the unique challenges facing Indigenous language education that informs policy research that may alleviate these challenges.

Author

• Kathryn Stemper, University of Minnesota - Twin Cities