15-3 “English Only?” Resource Guide

Feb 15th, 2004 | By | Category: 15-3: English Only?, Resource Guides
By Lori Whitright-Falcon, M.Ed.

INDIGENOUS LANGUAGE GRAPHICThe movement to preserve and renew indigenous languages through an educative community process serves several important purposes. It defines and strengthens the identity of sovereign nations. It builds the confidence of our Indian youth and their families; and it represents increased cognitive flexibility and literacy skills. Research reveals that bilingual children clearly have a better understanding of reading and higher levels of achievement in English (Kathleen Marcos, 1998).

A growing number of Native communities have expressed their beliefs that we must not lose our languages. Through solid commitment and the process of networking, using technology, sharing teaching ideas, and building a foundation for a sustainable teaching force, language activists hope to see future generations of young Indian people who are fluent and creative in using the ancestral languages and possess the vocabulary of their nations’ worldviews. However, the U.S. Congress recently discontinued most of the federal bilingual funding that supported indigenous language efforts.

The following resources represent a pragmatic look at efforts toward indigenous language renewal. Many address the practicalities of second language teaching techniques and program sustainability. All are readily available on the Internet or in bookstores and libraries. Since space limitations prevent a comprehensive listing, refer to Jon Reyhner’s “A Resource Guide: Native American Language Renewal” in the Native languages issue of Tribal College Journal, 11(3) available online at www.tribalcollegejournal.org/themag/previous.html


Center for Advanced Research on Language Acquisition (CARLA)

From the University of Minnesota, CARLA supports research, training, and development related to second language teaching and learning. Lists several important areas of research including Less Commonly Taught Languages, Content-Based Language, Teaching through Technology, and Language and Culture. For more information contact CARLA, 619 Heller Hall, 271 19th Avenue South, Minneapolis, MN 55455. Email: Carla@tc.umn.edu  Website: http://carla.acad.umn.edu

Indigenous Language Institute (ILI)

In collaboration with other organizations, ILI facilitates innovative community-based initiatives for language revitalization and public awareness of the language loss crisis. For more information contact the Indigenous Language Institute, 560 Montezuma Ave., 202, Santa Fe, NM 87501, (505) 820-0311. Email: ili@indigenous-language.org  Website: www.indigenous-language.org

Piegan Institute

Dedicated to researching, promoting, and preserving Native languages, the Piegan Institute offers publications, videos, resources, consultants, and an annual seminar on tribal language immersion schooling. The institute operates the Nizipuhwahsin (Real Speak) Center, a K–8 Language Immersion School in Browning, MT, in which all lessons are conducted in the Blackfeet language. For more information contact Co-Founder and Executive Director Darrell Kipp, Piegan Institute, P.O. Box 909, Browning, MT 59417. Email: drkipp@pieganinstitute.org  Website: www.pieganinstitute.org



This site includes services offered for parents, schools, and for other indigenous peoples who wish to collaborate for development of resources. There is a trailer for the Hawaiian language film, clips from a video series, and language performance award information. Phone (808) 959-4979. Email: contact@ahapunanaleo.orgWebsite: www.ahapunanaleo.org

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