"A Viable Path for Education"--Indigenous-Language Immersion and Sustainable Self-Determination

Autor/inn/en	McCarty, Teresa L.; Noguera, Joaquín; Lee, Tiffany S.; Nicholas, Sheilah E.
Titel	"A Viable Path for Education"--Indigenous-Language Immersion and Sustainable Self-Determination
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 5, S.340-354 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2021.1957681
Schlagwörter	Indigenous Populations; Language Usage; Self Determination; Native Language Instruction; Culturally Relevant Education; Language Maintenance; American Indian Students; Immersion Programs; Land Settlement; American Indian History; Malayo Polynesian Languages; Navajo; American Indian Languages; Social Justice + Suchen Sie Ihr Suchwort? Sinti und Roma; Sprachgebrauch; Selbstbestimmung; Native language education; Muttersprachlicher Unterricht; Sprachpflege; Immersionsprogramm; Siedlungsraum; Soziale Gerechtigkeit
Abstract	This article examines Indigenous-language immersion (ILI) schooling, an innovative approach in which most or all instruction occurs in the Indigenous language, with a strong culture-based curriculum. With the goals of promoting language revitalization, academic/holistic wellbeing, and cultural identity and continuance, ILI is a form of sustainable self-determination. We ground our analysis in a growing body of ILI scholarship and preliminary findings from our research in a mixed-method, multisite, US-wide study of ILI schooling. The study asks: What can ILI teach us to improve education practice for Native American learners? How can such a study inform research, theory, practice, and policy for Indigenous and other minoritized learners? We begin with a brief history of ILI movements in the US and then discuss ILI's de/anticolonial aims, highlighting connections to sustainable self-determination. We illustrate these processes with examples of pedagogical, communal, and nation-building goals and practices evident in our national study. We conclude with the broader implications of ILI as a "viable path for education" for sustainable enactments of Indigenous self-determination. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01