Language Revitalization and Tribal Sovereignty: An Integrated Approach in a Tribal College Setting

• In Event: With Language at the Heart: Researcher, School, Community, and Tribal College Collaborations in Indigenous Education

Abstract

Purpose, Perspective, and Context. Language and identity are at the root of tribal sovereignty (Lee, 2017; Presenters 1 & 2, 2017; Reyhner, 2010). Yet, the revitalization of Native language and culture within schools is often viewed separately from the exercise of tribal sovereignty. To create an integrated approach, Diné College recently established the Navajo Sovereignty Institute and within it the Center for Navajo Language Immersion. The goal of both organizational structures is to provide the resources and expertise to scale Navajo language programs within Navajo schools and communities. In 2018, Diné College created a bachelor’s degree in Navajo language to be aligned with the College’s teacher education program. A primary focus is to better equip teachers with language acquisition strategies. The purpose of this presentation is to explore the integrated approach that Diné College is implementing at the policy level, governmental level, classroom level, teacher level and school level in order to revitalize the Navajo language.

Data Sources and Methods. Diné College recently received a grant from the Bureau of Indian Education (BIE) to provide research, expertise and guidance to schools on Diné-language immersion-revitalization. The project involves developing a survey to generate preliminary data on the initiation of Native-language immersion programs within BIE schools within the Navajo region; qualitative and quantitative data with the objective of gaining administrator, teacher, board, and/or community member perspectives; focus groups to glean deeper insights into challenges and successes in developing and implementing Navajo-language programs; and a collaborative interpretive process to identify key themes. The goal is to gather “on the ground” data needed to make informed decisions when developing language programs within a school. In addition, an emphasis has been on creating a network of schools, all controlled by the Navajo Nation, to coordinate resources and outcomes.

Results. This presentation presents preliminary findings from this study, including emerging “best practices,” implementational challenges, and resolutions, and school- and community-based experiences with Navajo immersion-revitalization programs. Included in the findings are insights from this tribal college collaboration with local schools and communities. The culmination of this project will be a book printed by Diné College Press that will be a manual for schools, school boards, administrators, teachers, parents and students.

Significance. This initiative incorporates lessons learned from the groundbreaking work of Diné College, Rough Rock Community School, and Rock Point Community School (Holm, 2009; Holm & Holm 1990; Presenters 2 & 4, 2015; Presenter 4, 2007). For more than 50 years, these institutions have built the relationships and respect in providing a space for Native languages to grow. It is the responsibility of Diné College to honor the ideas and knowledge that the Navajo have learned to meet the demands of the future in Navajo language acquisition, use and proficiency. This work in turn has important implications for collaborations between tribal colleges, schools, and communities, and for all Indigenous and minoritized communities seeking to reclaim their languages and cultures as they exercise educational self-determination and sovereignty.

Authors

• Charles M. Roessel, Diné College

• Rex Lee Jim, Diné College