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Indigenous Language Immersion and “Mainstream” Dual Language Bilingual Education Allyship: Learning From/With Each Other
Sun, April 27, 11:40am to 1:10pm MDT (11:40am to 1:10pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 706Session Type: Symposium
Abstract
In the US, Indigenous language immersion (ILI) programs offer an alternative to counter the legacy of colonialism (McCarty, 2003). The goal of this symposium is to help decolonize bilingual education in all contexts, as “fundamentally, to decolonize is to expand our world through global collaboration, partnership, and action” (Charity-Hudley et al., 2024, p. 4). ILI research as a discipline is necessarily self-determined and often gets little attention in the ‘mainstream’ conversations in the dual language bilingual education (DLBE) literature. The papers in this symposium are meant to inform the audience of key trends and issues in ILI instruction and scholarship, including the issue of appropriate non-Indigenous allyship and collaboration.
Sub Unit
Chair
Papers
Bilingual Education for Indigenous Holistic Academic Resurgence and Renewal: Findings from the Indigenous-Language Immersion Study - Teresa L. McCarty, University of California - Los Angeles; Tiffany S. Lee, University of New Mexico; Sheilah E. Nicholas, University of Arizona; Michael H. Seltzer, University of California - Los Angeles; Kyle Halle-Erby, University of California - Los Angeles; Thomas Jacobson, University of California - Los Angeles; James McKenzie, University of Arizona
Speaking in Context: Developing a Shawnee Language Program From Within - Bri Alexander, Graduate Center - CUNY; Jessica Somerville-Braun, Skidmore College; Joel Barnes, Shawnee Tribe Language Department
Decolonizing Yugtun Literacy Instruction through Lesson Study Research - Sally Samson, University of Alaska - Fairbanks
Emplacement and Englanguagement: A Collaborative Autoethnographic Analysis toward White Allyship in ILI - Garrett Delavan, University of New Mexico; Eve Ryan, University of Alaska - Fairbanks; Jessica Somerville-Braun, Skidmore College; Yann W Lussiez, University of New Mexico