Uplifting Indigenous Language Justice in Urban Schools: A Case Study of Nimalaj Be’, a Maya Language Club

• In Event: Indigenous Peoples, Epistemologies And Praxis In Education

Abstract

Across U.S. schools, many newcomer students from Central America and Southern Mexico speak Indigenous languages, yet most public schools fail to affirm these identities, perpetuating erasure and trauma. This paper shares findings from a case study of Nimalaj Be’, a Maya Language Club at a Los Angeles high school. Grounded in Critical Latinx Indigeneities, Community Cultural Wealth, and translingual theory, it highlights how one school community advances language justice. Participants will learn practical strategies such as language-affirming curricula, Indigenous community partnerships, and trauma-informed supports. The session also explores how adult allies navigate institutional barriers to create spaces where Indigenous youth thrive. Nimalaj Be’ is a model of how schools can be places of affirmation, healing, and advocacy.

Author

• Emily Grijalva, Mendez HS/LAUSD