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2014 NATIVE LANGUAGE PROJECT COMPENDIUM

LETTER FROM THE COMMISSIONER

June 2014

Greetings Mitayuke Oyasin, I am happy to provide this update on our shared work on Native Language Preservation and Maintenance. The information in this compendium highlights what our communities have been able to achieve with assistance from the Administration for Native Americans. Since the last Native Language meeting hosted by the Administration for Native Americans (ANA) in 2011, we have signed a Memorandum of (MOA) with the Department of Education and the Department of Interior as a way to work together across the federal family to support Native Language work. Through this Native Languages MOA, the Departments have agreed to the following goals: 1. Identify statutory or regulatory barriers that impede collaboration and result in duplication of efforts and/or minimize the impact of efforts on the part of Federal, state, or tribal governments, or schools or other entities to effectively implement Native language activities; 2. Identify research that explores educational attainment and Native language retention and/or revitalization; 3. Explore ways to gather data about effective and/or exemplary Native language instruction both in terms of the administration of funds and programs, as well as program impact on educational achievement; disseminate information on best practices across Federal Agencies regarding program and instructional design, and institutional support for Native language instruction for AI/AN populations; 4. Review Federal funding mechanisms, explore means for coordinating funding opportunities to remove barriers, and simplify the process for potential grantees seeking to integrate Native language instruction and activities in educational settings; 5. Review current training and technical assistance provided by HHS, BIE, and ED related to Native language preservation and maintenance efforts; assess needs and identify means for enhancing the quality of this training and technical assistance, both to assist existing grantees and potential grantees; and identify opportunities to provide joint technical assistance; 6. Ensure, to the extent practicable, that programs funded by the Federal Agencies to provide Native language instruction are coordinated, evidence-based, demonstrate accountability through assessments of student achievement, and further the goals of the Native American Languages Act; and ______

7. Identify additional departments and agencies interested in or important to the implementation of the goals of this Memorandum, including the goals of the Native American Languages Act. Through this vehicle of the MOA, the Departments of Health and Human Services, Education, and Interior are meeting regularly and working together, and co-hosting our first Native Language Summit. Native languages have been in decline for decades; fewer and fewer percentages of the children enrolled in tribal Head Start programs enter the program speaking their native languages. Just recently, the National Indian Education Association predicted that there may only be 20 native languages in the by 2050. This is why the Native American Languages Act and the Esther Martinez Native Languages Act are so important. Under these authorities, ANA provides grants to native communities and nonprofits to reverse the loss of native languages and teach young people to revere and speak them. We are able to visit some of these projects at the end of the grant and summarize what they have achieved for a Congressional Report. We share these language project reports organized by state for you here over the past three years as a way to demonstrate the breadth and diversity of activities we fund. Full versions of the reports for all grantees visited organized by year are available on the ANA website. For the first time in several decades, we may actually be turning the tide on language loss, so this is no time to rest on our laurels. I think our dear friend and language revival advocate Darrell Robes Kipp said it best, “Relearning, or studying your tribal language is the ultimate pathway home, and it is important to start before the first sign of longing appears. You may misinterpret your feelings and miss the calling.” Language preservation programs are, at their essence, about keeping hallowed cultural traditions alive, about the older generation passing on its wisdom to the younger generations, just as my mother and grandmother did for me. The very act of one generation teaching another creates a sacred thread of interconnectedness and belonging that is critical to any young person’s development of confident personhood. Instilling such self-esteem is especially necessary for Native American youth who must overcome many social and economic disadvantages in order to realize their fondest dreams. I believe that language preservation is an indispensable rung on the ladder of achievement for Native American youth. Let us recommit ourselves to helping young people treasure and embody that which is uniquely beautiful in the cultures of their birth. Wopila,

Lillian Sparks Robinson Commissioner, Administration for Native Americans

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TABLE OF CONTENTS Letter from the Commissioner ...... 3 Table of Contents ...... 5 Executive Summary ...... 8 Community Impacts ...... 9 Conclusion ...... 9 Applications Received and Funding Awarded (2006-2013) ...... 10 ANA Native Languages Program Outcome Data (2010 – 2012) ...... 12 Promising Practices: Advice from ANA Language Grantees ...... 13 Language Grants Featured in the 2010 – 2012 Impact and Effectiveness of Administration for Native American Projects Report ...... 16 Native Heritage Center ...... 17 Chugachmiut, Inc...... 19 Nuniwarmiut Piciryarata Tamaryalkuti, Inc...... 21 Yakutat Tribe ...... 23 Sitka Tribe of Alaska ...... 25 Chickaloon Native Village ...... 27 Goldbelt Heritage Foundation ...... 29 Ketchikan Indian Community ...... 31 Organized Village of Kake ...... 33 Language and Cultural Center ...... 35 Santa Ynez Band of Chumash Indians...... 37 Indian Museum and Cultural Center ...... 39 Tribe ...... 41 Pa’a Taotao Tano’ ...... 43 Guam Community College ...... 45 Te Taki-Tokelau Community Training and Development, Inc...... 47 University of Hawaii ...... 49 Passamaquoddy Tribe ...... 51 Passamaquoddy Tribe ...... 53 Wopanaak Language and Cultural Weetyoo, Inc...... 55 Hannahville Indian Community ...... 57 Dakota Wicohan ...... 59

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Fond du Lac Band of Chippewa ...... 61 Leech Lake Band of ...... 63 Alliance of Early Childhood Professionals ...... 65 Greater Council of Churches ...... 67 Fort Belknap College ...... 69 Stone Child College ...... 71 Nkwusm ...... 73 Piegan Institute, Inc...... 75 Reno Sparks Indian Colony ...... 77 Indigenous Language Institute ...... 79 Pueblo of Isleta ...... 81 Mescalero Tribe ...... 83 Pueblo of Pojoaque ...... 85 Friends of the Akwesásne Freedom School, Inc...... 87 Native American Community Services of Erie and Niagara Counties ...... 89 Standing Rock Tribe ...... 91 Turtle Mountain Community College ...... 93 Euchee Tribe of Indians ...... 95 Kaw Nation ...... 97 and Tribes of ...... 99 Citizen Nation ...... 101 Nation College ...... 103 Cultural Survival ...... 105 Seneca-Cayuga Tribe of Oklahoma...... 107 Confederated Tribe of Siletz Indians ...... 109 Confederated Tribes of the Grand Ronde Community of Oregon ...... 111 Confederated Tribes of Coos, Lower Umpqua, and Siuslaw Indians...... 113 Lower Brule Community College ...... 115 Oceti Wakan ...... 117 Rural America Initiatives ...... 119 Indian School, Inc...... 121 Confederated Tribes of the Chehalis Reservation ...... 123 Confederated Tribes of the Chehalis Reservation ...... 125

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Makah Indian Tribe ...... 127 Hoh Tribal Business Committee ...... 129 Indian Fish and Wildlife Commission ...... 131 Lac Du Flambeau of Lake Superior Indians ...... 133 Waadookodaading, Inc...... 135 College of Nation ...... 137 Appendix: Projects Who Received ANA Funding, ending 2010-2012 ...... 139

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EXECUTIVE SUMMARY

Established in 1974 through the Native American Programs Act (NAPA), The Administration for Native Americans (ANA) supports Native communities’ efforts to be self-determining, healthy, culturally and linguistically vibrant, and economically self-sufficient. ANA’s vision is that Native communities are thriving. ANA promotes self-sufficiency for Native Americans by providing discretionary grant funding for community-based projects and training and technical assistance to eligible Tribes and Native organizations. ANA serves all Native Americans, including federally recognized Tribes, American Indian and Alaska Native organizations, Native Hawaiian organizations, and Native populations throughout the Pacific Basin (including American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands). ANA funding is awarded through three main program areas: Social and Economic Development Strategies (SEDS), Native Language Preservation and Maintenance, and Environmental Regulatory Enhancement (ERE). Additionally, the Federal Government has recognized the dramatic decrease in the number of Native American languages, and in 2006 Congress passed the Esther Martinez Native American Language Preservation Act (Public Law 109-394). The law amends the Native American Programs Act of 1974 to provide revitalization of Native American languages through Native language immersion and restoration programs. ANA now has two separate competitions for language projects: Native Language Preservation and Maintenance (P&M) and Esther Martinez Immersion (EMI). Additional funds were not appropriated to expand ANA’s discretionary program, but ANA has met the suggested funding levels for EMI by shifting funds from ERE and SEDS. ANA receives approximately $48.5 million in appropriations, with over $41 million distributed as competitive discretionary grant awards. This funding has remained relatively stable at this level for the last 5 years. ANA believes and continuation are two of the first steps taken in strengthening a sense of community and preserving a community’s culture. Use of Native language builds identity and assists communities to move toward social cohesion and self- sufficiency. ANA funding provides opportunities to assess, plan, develop, and implement projects to ensure the survival and continuing vitality of Native languages.

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Community Impacts Per the Native American Programs Act of 1974, the Administration for Native Americans (ANA) is required to evaluate the impact and effectiveness of ANA funding in Native communities. Annually, ANA performs impact site visits to approximately 70 percent of grants within three months of grant completion. These visits identify the success and challenges of ANA grantees so that ANA can improve service delivery and increase the transparency of ANA- funded projects. ANA generates an annual Report to Congress from the information collected. This report includes an executive summary of data collected, as well as a brief synopsis narrating the needs, project activities, and accomplishments of each individual grantee. This compendium includes the selected Congressional reports on all language grantees visited from 2010-2012, the most recent year for which these reports have been published. The individual reports included in this compendium reflect only the language grants which were visited, which is not all of the language grants that were funded in that same time period. You can find a complete list of all the language grants funded from 2010-2012 in the appendix.

Conclusion ANA believes that community members are at the heart of lasting, positive change. ANA’s philosophy of Native self-sufficiency is based on the following core beliefs: 1) ANA believes a Native community is self-sufficient when it can generate and control the resources necessary to meet its social and economic goals and the needs of its members 2) ANA believes the responsibility for achieving self-sufficiency resides with the Native governing bodies and local leadership 3) ANA believes progress toward self-sufficiency is based on efforts to plan and direct resources in a comprehensive matter consistent with long-range goals For more information on ANA, please visit http://www.acf.hhs.gov/programs/ana.

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APPLICATIONS RECEIVED AND FUNDING AWARDED (2006-2013) The need and demand for language funding significantly exceeds ANA’s available funding. Over the past 7 years, language applicants requested an average of $18.3 million in first-year funding, receiving an average of $4.5 million, or 25 percent of the amount requested. EMI applicants requested an average of $3 million, and received an average of $1.3 million (45 percent of the request). You can find details for each year’s requests and awards in Table 1. Since becoming its own funding category in FY2008, ANA has received 80 applications for EMI funding. This comprises about 12 percent of the total language applications we receive. It is important to note that EMI projects must meet certain parameters in order to be eligible for funding; these include a threshold for participants, average number of hours of immersion per child, and parental involvement in language learning. These constraints limit the potential pool of applicants, and some communities that are using immersion methods are not eligible for EMI. As more communities become aware of EMI, they may be able to alter their program designs to meet the funding specifications. Through Tribal consultation, language summits, and conversations with grantees, we’ve received a number of recommendations to improve the ANA language program, including:  Extend the allowable funding periods from 1-3 years to 1-5 years  For EMI projects, reducing the required number of children who must participate from the current minimum of 10 in Language Nest projects and 15 in Survival School projects Due to limited appropriations, from 2006 to 2013, only about 1 in 4 language applicants (P&M and EMI combined) received funding. Worth noting is that over the past 7 years, the process for Preservation & Maintenance grants has grown more competitive. Overall, despite an increase in applications received, fewer total applications are able to be funded every year. For more information on the total funding requested and awarded, as well as the total number of applications received and funded, refer to Tables 1 and 2 on the next page.

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TABLE 1. TOTAL YEAR ONE FUNDING REQUESTED VS. FUNDING RECEIVED, 2006 - 2013

Amount requested – Amount awarded – Amount requested – Amount awarded – Year all language projects all language projects EMI projects EMI projects 2006 $12,438,854 $1,554,026 - - 2007 $14,744,797 $3,239,496 - - 2008 $12,622,356 $5,377,425 $1,860,054 $1,158,922 2009 $15,118,003 $5,351,826 $1,188,156 $248,740 2010 $23,696,317 $6,029,581 $4,248,610 $1,945,632 2011 $27,448,148 $5,491,497 $4,583,311 $2,047,783 2012 $22,943,064 $4,816,687 $2,950,981 $1,126,098 2013 $17,787,456 $4,108,208 $3,171,471 $1,490,979 TOTALS $146,798,995 $35,968,746 $18,002,583 $8,018,154

TABLE 2. COMBINED LANGUAGE APPLICATIONS RECEIVED AND FUNDED, 2006 - 2013 All language All language EMI applications EMI applications Year applications received applications awarded received awarded 2006 92 13 14% - - 2007 99 26 26% - - 2008 87 42 48% 9 6 67% 2009 112 40 36% 6 1 17% 2010 123 30 24% 17 7 41% 2011 134 24 18% 20 8 40% 2012 115 21 18% 14 5 36% 2013 91 19 21% 14 6 43% TOTALS 853 215 25.2% 80 33 41.3%

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ANA NATIVE LANGUAGES PROGRAM OUTCOME DATA (2010 – 2012) Since 2006, ANA conducted impact evaluations with approximately 70 percent of ending projects each year, visiting over 540 projects from 2006 to 20121. Three-year immersion/EMI grants were first awarded in 2007 (fiscal year 2008), and started receiving impact evaluation visits in 2010. From 2010 to 2012, ANA conducted impact evaluations with 61 language projects, including: 7 assessment projects, 25 planning projects, 21 implementation projects, and 8 EMI projects. The following tables include data collected during these impact evaluations.

TABLE 3. LANGUAGE-SPECIFIC OUTCOME DATA FOR LANGUAGE PROJECTS VISITED, 2010 - 2012 All language EMI projects visited

projects visited (61) (8) Language teachers trained 285 92 Youth increased ability to speak native language 4,582 589 Adults increased ability to speak native language 3,334 409 Youth achieved fluency in native language 91 72 Total language classes held2 6,729 Total immersion days 3,194 Language immersion students 497

TABLE 4. OVERALL OUTCOME DATA FOR LANGUAGE PROJECTS VISITED, 2010 - 2012 All language projects visited EMI projects visited (8) (61) Average per Total Total Average per project project Jobs created 200 3 43 5 Elders involved 1,585 26 120 15 Youth involved 11,009 1803 1,248 156 Partnerships formed 755 12 108 14 Resources leveraged $5,228,962 $85,721 $2,448,713 $306,089 Individuals trained 1,758 29 250 31

1 Analysis from 2013 impact evaluation visits will not be completed until mid-2014. 2 For language grants that are not immersion projects, ANA collects the total number of language classes held; for immersion projects, the total number of immersion school-days and number of immersion students are collected. 3 Excluding one outlier with more than 4,000 youth involved, all other projects averaged 110 youth involved

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PROMISING PRACTICES: ADVICE FROM ANA LANGUAGE GRANTEES From 2006-2012, ANA conducted on-site impact evaluations with over 130 language grantees throughout the continental U.S., Alaska, and the Pacific. During these visits, grantees shared their promising practices to pass along to current and prospective grantees. The advice below comes from a range of grantees, including tribal language programs, Native nonprofits, and tribal colleges, most of which met or exceeded ANA project objectives and had a significant impact on their communities. We strongly recommend applicants follow the guidance in the Funding Opportunity Announcement to which they are applying, but we provide the following opinions, experiences, and suggestions of previous grantees as their recommendations:

Elders and staff from the Confederated Tribes of the Umatilla ’s “Wiyat'ish Naknumit ‘For the Future’ Master-Apprentice Language Project” from 2005- 2008. Project staff said, “Teach kids to respect and honor their elders.”

Planning a Project for Your Community  Language projects need to have close ties with their local school systems; it’s good if language project offices are located near or within school grounds  Really try to involve the whole community rather than just hiring outside people or “experts.” When tribal people get involved and give a piece of themselves to the project, they become invested  Get the curriculum established first, before implementation  Incorporate your traditional and cultural learning and teachings

Managing Your ANA Project  Include an administrative staff person in the budget to handle those activities for the project so you can focus on language  Keep an organized grant file, and communicate well with staff to let everyone know where you file. Track and document everything

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Community Involvement  Having support is huge. You need full community support and strong parents. People have to believe in doing this, even be a requirement for parental involvement, to put their kids in a language program  Have the tribe involved throughout the process so they can be there when you have the successful conclusion. Then it will feel like it's a success for the whole community  Keep language classes going even with low attendance; the consistency is good for the community  Communicate with and share successes with all stakeholders regularly. Annual potluck dinners are also a great way to raise awareness, showcase accomplishments, and get feedback from the community

Partnerships  Secure key partnerships before the project begins, and have Memoranda of Understanding to set out the expectations and goals of the partnerships  Look at expertise of other indigenous organizations/populations and the work that they have done. Work with and visit other tribes and language institutes to see what they are doing

Elder Involvement  Work with Elders to ensure language being used is correct and historically accurate  Pair elders with language teachers, young adults, and/or youth, which is a win-win for all involved

Staffing and Working with Consultants  Even if a person is a good speaker, they might not be a good teacher, so it is important to recruit people with good teaching skills or else teach them to teach if they can learn and are motivated  Hire a linguist—this is very important for language projects  Pay consultants by the deliverable. Clearly define duties beforehand in the contract/scope of work

Language Learning Methods  It can be very difficult to select the best language learners and teachers, so it’s good to have direct, face-to-face experience with individuals. Use an internship program to identify and try out candidates  Shoot for immersion programming rather than just classes if you want to revitalize the language  Immersion requires being very adamant to not speak English. Don’t be afraid of losing the English!  Explore using Accelerated Learning Acquisition, Total Physical Response (TPR), and Master-Apprentice  Don't be afraid of empty pages—don't over-instruct. Always think from learner's perspective  Use creative incentive items, like giving away bracelets with words on them, to encourage younger learners

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The Master-Apprentice team for the “Sauk Language Master Apprentice Project,” (2009-2012). Using the M-A model with immersion, the project developed five fluent speakers. Staff recommended “Don’t speak English, even if it’s frustrating to do.”

 Never exclude kids, even if they’re of different abilities or different tribes. Have them help each other  Encourage learners to speak the language, even if it's not correct or completely accurate. A lot of people have hang-ups because they are worried about having the wrong accent. Reinforce that “this is our language;” speak it and be comfortable with it  Classes can be more enjoyable by incorporating language learning with learning of traditional activities, such as cooking demonstrations, carving, or dances

Using Media  One young man, prior to the project, used old recordings to learn the language. The Elders saw this, respected his success, and became more willing to be recorded  Plan for a back-up of electronic files  Use teams of two to record, and have multiple levels of review for the recordings to make sure the highest possible quality of recordings are preserved  Hire a media person who can develop recordings and online and visual tools. It takes a lot of time for filming and editing  Use YouTube or other video sharing program to reach a large audience. A lot of viewers sign up for the channel, and comment on wanting more

Conducting Language Surveys  Have good up-front communication with target community about the survey, such as its purpose and what is required  Use focus groups to develop and test survey questions  Involve youth in language surveys; engage youth in documentation process  Go house to house to collect data. Be persistent in getting surveys completed

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LANGUAGE GRANTS FEATURED IN THE 2010 – 2012 IMPACT AND EFFECTIVENESS OF ADMINISTRATION FOR NATIVE AMERICAN PROJECTS REPORT

Find the full reports at: 2010: https://www.acf.hhs.gov/sites/default/files/ana/2010_congressional_report.pdf 2011: https://www.acf.hhs.gov/sites/default/files/ana/congressionalreport2011.pdf 2012: https://www.acf.hhs.gov/sites/default/files/ana/fy_2012_ana_impact_report.pdf

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ALASKA NATIVE HERITAGE CENTER

ALASKA

Project Title: Dena’ina Qenaga Qunuhdulzex (The Dena’ina Language Is Coming Back)

Award Amount: $225,490

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2010

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT and do not have access to language classes. Some of these individuals are on the verge  2 jobs created of fluency, but are held back by the highly  1 Native American consultant hired complex structure of the language.

 15 elders involved PURPOSE AND OBJECTIVES

 15 youth involved The purpose of the project was to preserve the Dena’ina language by establishing  $123,600 in resources leveraged standards of Dena’ina written, oral, and  13 individuals trained teaching proficiency, expanding the existing

 10 partnerships formed curriculum, and facilitating greater access to Dena’ina language lessons. The project’s  15 youth increased their ability to speak first objective was to design an assessment a native language tool reliably indicating a speaker’s written  15 adults increased their ability to speak and oral proficiency in the Dena’ina a native language language, enabling instructors and learners to measure a student’s true progress. To BACKGROUND accomplish this, the project’s language Of the over 18,000 Athabascans, only 1,000 coordinator arranged for elder speakers to are Dena’ina Athabascans, and only 50 are work with a consultant linguist to develop fluent Dena’ina language speakers. Most of the tool. Next, the team matched the most these speakers are older than 65 years old, logical Dena’ina language learning sequence residing in the Cook Inlet region, primarily with existing oral and written language in Anchorage, Nondalton, Kenai, Lime assessment tools, primarily the American Village, Eklutna, Knik, and Tyonek. Staff Council on the Teaching of Foreign from the Alaska Native Heritage Center Languages (ACTFL) assessment instrument. (ANHC), located in Anchorage, has The resulting tool, which had oral, written, identified 80 people interested in learning and reading components, provided methods the language, but many live in remote areas for assessing verb tenses, aspects,

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declarative sentences, commands, questions, friendliness of the web platforms selected, formulaic frames, and common vocabulary 3) the interest level generated by each words. The project team tested the tool, lesson, 4) the cultural appropriateness of trained elders and members of target examples and lesson resources, and 5) the communities in its use, and then placed it gains made by students in language skills online for web-based use. and knowledge. From this feedback, the The second objective was to develop a plan team learned valuable information on how to to expand the existing conversational enhance lessons to be produced in the future. Dena’ina language curriculum to a more OUTCOMES AND COMMUNITY IMPACT

ALASKA advanced level that would include 50 verb- The ANHC project team set in motion a based language lessons, and to develop a process by which the currently endangered prototype for audio-visually (AV) based Dena’ina language has an improved chance lessons. To develop the plan, the ANHC of thriving in the future. The team produced team organized four 4-day Dena’ina and tested an assessment tool enabling Language Institutes (DLIs) during the first language learners to measure true progress nine months of the project, all hosted by the and an effective, accessible audio visual Kenaitze Tribe in Kenai. The DLIs involved prototype for a language curriculum that can 10-15 elder language speakers, 10-15 be used in a classroom or as a web-based younger language learners, and a few program. The curriculum can be linguistic experts. The DLIs enabled the implemented by any person with the desire speakers, learners, and linguists to to learn, speak, or teach the Dena’ina experiment with the language, testing to language. The electronic resources determine the best possible sequences for produced, including recordings and video learning various Dena’ina structures, skills, footage of elders, storytellers, and current and functions. In particular, the group speakers, also serve as an invaluable archive analyzed verb structures, devising teaching of Dena’ina language and culture. strategies for 50 different . In project year two, the project team developed a Just as importantly, a core group of prototype for AV lessons, planning, Dena’ina elders and language learners from recording, editing, and transcribing eight around the Cook Inlet area have formed a video lessons for “to be” and six lessons for unified community of practice. Elders have “to see.” These lessons were uploaded onto provided new momentum, young learners the You Tube web platform for easy access. have seized the chance to explore the language, and the larger Dena’ina Objective three was to conduct a field test of community has begun to correspond and audio-visual Dena’ina language lessons collaborate about the language though web- using advanced Internet technology to reach based platforms, social media, and other a target audience of Dena’ina speakers and means. Potential Dena’ina language language learners in Nondalton, Kenai, learners now have a more concentrated and Lime Village, Eklutna, Knik, Tyonek, and accessible program, superior resources, and Anchorage. Though the project team did not a greater sense of community optimism travel to each of the aforementioned about the future of their language. villages, they were able to reach speakers from all of the villages at the Dena’ina “We are getting a sense of what people Language Institutes. At each institute, the want, and how they can best learn the team conducted field tests assessing: 1) the language.” ease of use for each lesson, 2) the user- Jonathan Ross, President, ANHC

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CHUGACHMIUT, INC.

ALASKA

Project Title: Sugpiat Quliyangu’ait: People’s Stories Project

Award Amount: $388,795

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2010

Grantee Type: Tribal Consortium

PROJECT SNAPSHOT speakers.

 2 jobs created PURPOSE AND OBJECTIVES

 11 Native American consultants hired The project’s purpose was to preserve the Sugpiaq for future generations  50 elders involved through comprehensive documentation of  $14,986 in resources leveraged stories collected from fluent elders.

 14 individuals trained The project’s first objective was to document a minimum of 200 hours of the  14 partnerships formed Lower Cook Inlet Peninsula and Prince BACKGROUND William Sound Sugpiaq dialects. To Chugachmiut, Inc. was organized as a complete the objective, project staff nonprofit corporation in Anchorage in 1974 developed a language documentation to offer a variety of health and social handbook and trained community services to the region’s Alutiiq people. interviewers on the use of audio recorders Chugachmiut operates as a consortium for and documenting oral history. Throughout the seven Alutiiq villages within the project implementation, interviewers faced a Chugach region: Chenega Bay, Cordova, number of challenges, as some fluent elders Nanwalek, Port Graham, Qutekcak Native were reluctant to be recorded, some became Tribe, Tatitlek, and Valdez. The native ill, and some of the elder men refused to population of the seven communities is share traditionally male stories with female approximately 2,000 people. interviewers. Additionally, at the time the ANA project was awarded, the grantee also The Alutiiq people of the Chugach region received a more remunerative Alaska Native have traditionally spoken Sugpiaq, also Education grant, and therefore chose to known as Sugcestun, a member of the focus staff resources away from ANA Eskimo- family. Within project activities. Overall, project staff and Chugachmiut's seven constituent interviewers recorded 100 hours of Sugpiaq communities, approximately 50 individuals language from participant elders, which was are considered to be fluent Sugpiaq short of the planned 200 hours.

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The project’s second objective was to activities raised community awareness of the complete 800 hours of transcription and need to preserve and revitalize the Sugpiaq translation of the recordings collected by language and the short timeframe available interviewers during the project’s first to do so. 4 objective. Project staff hired two fluent Project staff recognized that while their community members to complete the efforts successfully preserved many hours of translations. As no accepted Sugpiaq an endangered language, their planned

orthography existed, translators selected the targets were not achieved. Helen Morris, ALASKA Port Graham orthography as the project project director, shared, “Everything we standard. Due to the challenges described have done has addressed the project need. above, less than half of the 100 hours of However, we have not done enough and will recordings were transcribed and translated, still have to continue to address the need or approximately 25 percent of the planned after this project ends. If the language is to deliverable of 800 hours of transcription and survive, our efforts must continue.” translation of the recordings. Staff stored both electronic and hard copies of the completed translations at Chugachmiut’s offices, and also distributed copies to the Alaska Native Language Center, Alaska Cultural Center, Pratt Institute, Valdez Cultural Center, and to their seven constituent communities. OUTCOMES AND COMMUNITY IMPACT To the benefit of the Sugpiaq-speaking community, this project has produced 100 hours of high-quality recordings that have been preserved on long-term storage media. Project activities also generated 50 hours of Sugpiaq transcriptions and translations, which may be utilized for future language revitalization efforts. Furthermore, documentation within multiple Alutiiq communities ensures the preservation of the Sugpiaq language’s dialects and subtle linguistic nuances. For the Alutiiq elders involved in project activities, this project has served to reinforce their traditional positions as holders of knowledge and wisdom within the Alutiiq community. Finally, project

4 The planned 800 hours of translations was based on the National Science Foundation's guidance that for every one hour of recording, four hours are needed to complete a full transcription and translation.

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NUNIWARMIUT PICIRYARATA TAMARYALKUTI, INC.

ALASKA

Project Title: Cup’ig Language Natural and Cultural History

Award Amount: $558,640

Type of Grant: Native Languages

Project Period: Sept. 2007 – Sept. 2010

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT citizens rose from 34 percent to 49 percent.

 4 jobs created Staff developed the kindergarten through third grade immersion curriculum from two  10 elders involved pre-existing resources. The first resource  18 youth involved was a set of over 200 audio tapes produced by linguists who recorded fluent Cup’ig  $39,516 in resources leveraged elders in Mekoryuk between 1975 and 1991.  11 partnerships formed The second resource was the Nunivak

 1 language teacher trained Gazetteer, a 150-page, 12-chapter manuscript on Nunivak history, geography, BACKGROUND and culture produced by the founders of Nuniwarmiut Piciryarata Tamaryalkuti NPT in 1994. (NPT), Cup’ig for Nunivak Cultural PURPOSE AND OBJECTIVES Programs, began nonprofit operations in 1997. NPT is headquartered in the village The project’s purpose was to draw upon of Mekoryuk, the only community on existing cultural resources to develop and Nunivak Island off the coast of implement a fourth through twelfth grade Alaska. Mekoryuk counts a population of Cup'ig language and cultural curriculum. approximately 215 people. The project’s first objective was to create, The inhabitants of Nunivak Island have review, and implement a Cup’ig language traditionally spoken Cup'ig, a language in curriculum for fourth through twelfth grades the Aleut-Eskimo that is based on the Nunivak Gazetteer. To only spoken in Mekoryuk. In 2004, NPT complete the objective, project staff developed and implemented a kindergarten developed each chapter of the Gazetteer into through third grade Cup’ig immersion 12 stand-alone lessons. Each lesson has four curriculum for the island’s only school. In activity sheets, which cover Nunivak the timeframe between the introduction of geography, a traditional Cup’ig story, Cup'ig language immersion classes in 2004 and the food, and Cup'ig arts and crafts. Staff also commencement of this project in 2007, the created oral and written assessment tests for Cup’ig fluency level among Mekoryuk each lesson. To broaden and enrich the

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curriculum, staff also translated 45 narratives and incorporated them into the children's books and pasted the Cup'ig Cup’ig language curriculum to add a translation over the original English text. multimedia component to each lesson. Due to the small number of people in the OUTCOMES AND COMMUNITY IMPACT Mekoryuk community, there is only one For the Mekoryuk community of Nunivak school that operates four classrooms where Island, the completed Cup’ig curriculum students in grades kindergarten to three, four provides an opportunity for kindergarten ALASKA to six, seven to nine, and 10-12 learn through third grade language learners to together. Project staff planned for grades maintain and continue to improve their four to six to learn lessons one through four; Cup’ig language skills through the end of grades seven to nine to learn lessons five high school. To meet the identified needs of through eight; and grades 10 to12 to learn Mekoryuk’s past and future generations, the lessons nine through 12. The level of curriculum contains multimedia components sophistication of each lesson increases as a on Nunivak cultural history as well as student advances within a grade set. Within traditional Cup’ig stories shared by the the project timeframe, NPT staff trained the youth’s ancestors. fourth to sixth grade teachers and introduced lessons one through four into the weekly For the classroom teachers in Mekoryuk, a syllabus. Staff will initiate lessons five complete set of Cup’ig language materials through eight in the 2010/11 school year and are now available for all grades. NPT staff lessons nine through 12 in the 2011/12 has trained one teacher in the curriculum’s school year. Teachers utilize the Cup’ig use, and will continue to train teachers as the language curriculum during 50-minute daily curriculum is introduced and implemented immersion classes. over the next two years. The project’s second objective was to NPT staff also enjoyed benefits from the transcribe, translate, and edit 72 of the implementation of project activities. The approximately 200 existing audio tapes employees learned to write in Cup'ig, a produced with Nunivak elders from 1975- unique learning experience as Cup’ig was 1991. Staff first assigned a priority code to traditionally an oral language. Additionally, all 200 tapes based on the quality and rural Alaskan communities are beginning to content of the tape. From these, staff approach NPT for advice and guidance on transcribed and translated 103 audio tapes. how to develop and adapt their own Staff then reviewed and made final edits to language revitalization techniques to achieve 83 of the transcribed tapes, exceeding the Mekoryuk’s results in successfully planned project target. From these preserving a unique language. completed tapes, staff extracted 36

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YAKUTAT TLINGIT TRIBE

ALASKA Project Title: Rekindling Our Yakutat Language

Award Amount: $600,000

Type of Grant: Native Languages

Project Period: Sept. 2007 – Sept. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT learners and nine youth advancing from novice to intermediate level, and six adult  2 jobs created language students motivated to become  4 Native American consultants hired apprentice teachers. Since 2005, the apprentice teachers have taught high school  9 elders involved classes for 30 minutes a day and elementary  114 youth involved classes for 1 hour per week, benefitting 13

 $70,314 in resources leveraged high school and 34 elementary students.

 4 partnerships formed PURPOSE AND OBJECTIVES

 16 language teachers trained The purpose of the project was to integrate Lingít classes into the Yakutat public school  5,005 native language classes held system, build the capacity of the tribe’s  102 youth increased their ability to speak Lingít language teachers, and develop a native language electronic resources to be used by students and teachers. The project’s first objective  40 adults increased their ability to speak was to integrate the Lingít language program a native language into the Yakutat public school system, and BACKGROUND enroll at least 60 students and parents in The Yakutat Tlingit Tribe has 321 members eight Yakutat Lingít language classes. Of and is located in , 212 miles these language learners, project staff northwest of Juneau. The people of Yakutat expected, 75 percent would advance three have their own Lingít language . Of fluency levels in three years, as measured by the 10 fluent speakers alive today, only five Yakutat proficiency scores guidelines; and are able to teach classes due to advanced age 75 percent of participants would attend at and health problems. In recent years, the least 75 percent of classes offered. After tribe has developed a long-term preservation working with school district administrators plan, conducted language classes, and to establish classes for pre-school through implemented a teacher training program. high school students, project staff performed The program resulted in 20 adult language baseline evaluations on the fluency levels of

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each student. During the project’s three with 800 phrases to serve as electronic years, the project team, including nine part resources for students and teachers. Due to time language instructors and six apprentice the heavy class burden of the teachers, most instructors, taught nine multi-level classes of the work developing these resources was for youth. Pre-school through second grade carried out in the summer months. In three students received 15 minutes of class per years, the team created eight elder videos day; students in grades 3-4, 30 minutes per and eight podcasts, but collected enough day; and youth in grades 5-12, 50 minutes material for 12 videos and 25-30 podcasts. ALASKA per day. Two adult groups also each Moreover, they recorded 2,000 phrases onto received four classes per week during the CDs. These phrases were loaded into the first two years of the project. During the personal I-Pods of youth language learners project period, instructors taught over 5,000 and into 20 program-owned I-Pods used by classes, with 102 youth and 40 adults adults, so that they could practice listening improving their ability to speak the Lingít and pronunciation outside of the classroom. language, and over 90 percent of annual OUTCOMES AND COMMUNITY IMPACT participants advancing at least one level per year. Peak participation for adults was in The Yakutat Language Program has shown year one, with 35 participants, and for youth, that it has the capacity to help raise the in year three, with 84 participants. Project fluency levels of adults and youth in the staff also hosted seasonal events for youth community, prepare teachers to effectively such as the Summer Immersion Camp and facilitate language acquisition, develop the annual Christmas play, with activities language materials incorporating the unique conducted in the Lingít language. Yakutat dialect, and elicit a growing sense of community pride in the language. The second objective was to provide teacher According to project director Rhoda Jensen, training for Lingít language teachers, with at “Community members of all ages, including least 60 percent of teachers attending at least elders and the middle generation, are feeling 75 percent of training workshops offered by more connected to our spoken language. the tribe. During the three years of the Kids are learning about the language and project, all 15 teachers and the project culture, and are gaining a stronger sense of director participated in over 75 percent of cultural pride. We even see non-native kids workshops, which included: four Sealaska showing an interest in the language, and Heritage Institute workshops on curriculum teachers and administrators here are also development; 10 workshops by the project gaining an increased awareness of our linguist consultant on language structure, language, history, and culture.” Though an linguistic roots of the language, and teaching agreement had not been reached by the end methodologies; and quarterly Yakutat of the project period, the tribe is working School District (YSD) in-service trainings with the YSD to include Lingít instruction in on teaching approaches, lesson plan the district’s annual budget. All teaching development, and other topics. As part of materials produced by tribal language this objective, two staff members also program staff are available for use by the completed YSD technology training on a YSD, and the team also is teaching Lingít to software application for digital video classroom teachers in the district. Finally, editing. the tribe is working to begin an immersion The third objective was to create 12 video school, so that elder teachers can audio-biographies of elders, 20 language concentrate on developing fluency for the podcasts, and a recorded phrase repository most promising intermediate level students.

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SITKA TRIBE OF ALASKA

ALASKA Project Title: Haa Lingit Yoox’axtangi Kudi – Planning for Our Nest and Language Survival School

Award Amount: $186,135

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2011

Grantee Type: Tribe

PROJECT SNAPSHOT language preservation and revitalization as a top priority. From 2008 to 2009, SNEP staff  3 full-time equivalent jobs created surveyed 300 members on the status of the  7 Native American consultants hired Tlingit language. Five percent considered themselves fluent; while 64 percent reported  15 elders involved they understood or spoke less than 25 words  27 youth involved in Tlingit. Seventy-nine percent of

 $90,184 in resources leveraged respondents expressed interest in learning more, and provided input on their preferred  18 individuals trained types of language learning methods and  15 partnerships formed programs. Prior to this project, the Sitka community lacked opportunities for  5 language teachers trained language and cultural education, and  5 adults increased their ability to speak a community members held diverse, and native language sometimes conflicting, opinions on how and where to teach language and culture. BACKGROUND The Sitka Tribe of Alaska is a federally- PURPOSE AND OBJECTIVES recognized tribe with 4,020 members. Sitka The purpose of this project was to continue is located in the the efforts of the language assessment by of southeastern Alaska, and is not developing a long-range language connected to any other communities by revitalization plan for the Sitka Tribe. The road. The Sitka Native Education Program first objective was to work with project (SNEP) was formed in 1974 to educate Sitka partners to develop an annotated resource youth from pre-school through 12th grade in catalogue of language revitalization training song, dance, language, and other cultural tools and teaching materials available in the practices including traditional foods and art. region. The project director solicited input from local community members and Tlingit is the native language of the Sitka regional partners to create the catalogue, and Tribe, and tribal members have identified worked with SNEP instructors and elders to

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pilot a curriculum development process that language and culture in SSD schools. As a identified the needs of language teachers. result, SNEP has partnered with the school The final resource catalogue includes 446 district and Sitka Head Start to offer pilot sources organized by title, author, preschool and kindergarten Tlingit language description, suggested use, availability, and and culture classes for the 2011-12 school clan ownership. The project team also year. The project team also created a youth established a language and cultural resource training component on documentary center to provide a space for teachers and filmmaking, so students can interview fluent ALASKA other community members to access, use, elders and others involved in Tlingit and discuss the materials. The resource language teaching about their ideas for the catalogue will be continuously updated, and community’s long-range Tlingit language once the current version is finalized it will revitalization plan. be available on SNEP’s website and through OUTCOMES AND COMMUNITY IMPACT the Alaska Native Knowledge Network. Some local partners, such as the Sitka Sound When work began on this project, SNEP Science Center, are already using the was isolated from the growing language sources. Project staff will share the final revitalization movement in southeastern catalogue locally to address the lack of Alaska, but has since dramatically increased training and experience among Sitka’s contact with regional partners. The project teachers, before they distribute it regionally. director stated that without this project, SNEP and the Sitka Tribe would continue to The second objective was to work with be isolated and would not benefit from the project partners using the language survey emergent regional discourse on preserving data to research and develop a long-range and strengthening native language. language survival and revitalization plan for the tribe, and to document the steps The project also resulted in significant local necessary to achieve a Tlingit language nest, progress, including the formation of a survival school, or master-apprentice collective community vision and the program. Through an inclusive process with unification of varied interests; the allocation significant community input and feedback of funding for cultural and language from regional partners, the project team programs in the established school system; decided on a language survival plan that and finding more places for Tlingit language incorporates multiple strategies. The plan and cultural learning in the community, such focuses on first developing teachers through as summer arts and culture camps. Through a master-apprentice program, then collaboration with the SSD and constant producing preschool curriculum, and lastly communication with community and tribal establishing a preschool immersion program members, project staff helped cause a in the Sitka School District (SSD). positive shift in attitudes towards Tlingit language in the schools. SNEP also gained a Initially, SNEP had difficulty convincing new direction and identity with this project, SSD administrators to integrate language and now has a much stronger focus on immersion into the standard education language. According to Project Director system. During this project, however, SNEP Tristan Guevin, “Through this project, we staff worked with the school board to hire a are creating that space where a language director of cultural programming, the first program can be successful.” full-time position created to promote Tlingit

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CHICKALOON NATIVE VILLAGE

A

Project Title: Nay’dini’aa Na’Kenaege’ LASKA Be’nedze’ Project

Award Amount: $612,147

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT opened full-time; it is currently an independent kindergarten through 12th grade  4 full-time equivalent jobs created school with the mission to rejuvenate the  15 Elders involved Village’s Ahtna Athabascan language, culture, and history. With 20 or fewer fluent  50 youth involved speakers left, the school staff continuously  $1,565 in resources leveraged strives to strengthen and expand the school’s

 5 partnerships formed language classes.

 15 people achieved fluency in a Native PURPOSE AND OBJECTIVES language The project’s purpose was to revitalize the BACKGROUND Ahtna Athabascan language and culture by offering classes to students, parents, Tribal Chickaloon Native Village’s Ahtna members, and the larger community. The Athabascan name is Nay’dini’aa Na’, “the classes use total physical response (TPR), a river with the two logs across it.” popular and proven system based on giving Surrounded by mountains and boreal forests commands in the language that elicit a in Southcentral Alaska, the Village has been physical response. The project’s objective home to Ahtna Athabascan residents for was to create a TPR curriculum and teach over 10,000 years. The Village is governed language classes, resulting in at least 20 by the Chickaloon Village Traditional individuals increasing aptitude to the Council, and has a service population of beginner level, and 10 reaching the over 2,300 Native residents. intermediate level. The objective also One of the Village’s most important assets is included certifying five people to teach the Ya Ne Dah Ah independent school. Ahtna Athabascan at the beginner level. Founded by Ahtna Elder Wade in Project staff consisted of a project manager, 1992, the school began in a one-room a language teacher, a language apprentice, structure where young people gathered and two Elders, who worked together with a every Saturday to hear traditional stories. In language consultant to develop an Ahtna 1993, at the request of parents dissatisfied language TPR curriculum. In the first with local public schools, Ya Ne Dah Ah

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project year, the curriculum included provided training to five people who commands and vocabulary for hosting and achieved Village Council certification in visiting, 100 phrases and responses, six teaching Ahtna Athabascan at the beginner scripts for conversations, and sample lesson level. plans and assessment tools. By the third OUTCOMES AND COMMUNITY IMPACT year, the curriculum expanded to include: LASKA vocabulary for introductions, anatomy, Katherine Wade, founder of the school, A weather, housework, and time of day; passed away in 2009. Through this project, information on the TPR approach and how however, the school was able to carry on her to teach TPR; and revised language vision and empower community members to proficiency assessment guidelines for the be stewards of the language. Now, more beginner and intermediate levels. young Ahtna Athabascan people are proud of their culture, a sentiment which deeply The language teacher and apprentice worked moves older generations, many of whom with young students at Ya Ne Dah Ah four lost the connection to their culture as a result days a week for an hour and a half each day. of boarding school experiences. One Elder In total, they held 136 classes over 3 years, said of the school staff, “They’re doing the attended by 39 children. Classes were most important work in our village.” structured around seasonal activities, and often included experiential learning, such as The non-Tribal community members also gathering fiddlehead ferns and harvesting are deepening their understanding of Ahtna tsaas (Indian Potato) to serve at Elders’ Athabascan culture by taking part in some of luncheons. Two Elders, Markle Pete and the cultural activities and attending the Jeanne Maxim, visited the classroom every language classes. These cross-cultural other week to share cultural stories, connections build the Native children’s self- Athabascan songs, and lessons on engii esteem, as they see peers take an interest in (how to act and behave). The teacher and Native heritage. apprentice also held evening classes for Ya Ne Dah Ah plans to market and sell the older students and adults once a week for 2 TPR beginner level curriculum to other hours; in total, project staff held 68 classes, communities interested in learning Ahtna which were attended by 34 people. In Athabascan, and expand the curriculum addition to the classes, project staff held series to offer more advanced levels. In annual culture camps for the children and addition, the school will be sustained adult students, which focused on healthy through an endowment managed by the activities and traditional teaching steeped in Tribal Council and a pool of committed and language. These included trapping, certified language teachers. With these preparing, smoking, and hanging salmon; resources, Ya Ne Dah Ah can continue beading; making birch bark baskets; training new fluent speakers and building a sweat lodge; and making rawhide rejuvenating the language. drums from moose. Project staff assessed the students’ fluency “When I was young, I was so shy. I using the Village’s proficiency guidelines. convey to the kids to have courage, At the end of 3 years, 55 people reached the comfort, and confidence to get up and beginner level, 6 people reached speak. And I see that happening.” intermediate, and 15 people reached fluency. Ahtna Athabascan Elder The language teacher and Elders also

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GOLDBELT HERITAGE FOUNDATION

A

Project Title: Tlingit Flowing Through LASKA Generations: A Region- Wide Approach to Language Revitalization

Award Amount: $586,853

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT In 2008 GHF conducted a language assessment survey, which found  6 full-time equivalent jobs created approximately 169 remaining fluent Tlingit  83 Elders involved speakers in Alaska. However, Native speakers of Tlingit are being lost at a faster  4,282 youth involved rate than second language learners are  $18,982 in resources leveraged becoming fluent. Second language courses

 30 individuals trained comprise the majority of Tlingit language revitalization efforts in Southeast Alaska,  8 partnerships formed and teachers of these courses are second  14 language teachers trained language learners themselves, requiring substantial support from a limited body of  84 Native language classes held fluent Elders and reference materials.  300 youth increased their ability to speak Previous efforts to produce fluent Tlingit a Native language speakers had stalled due to the complexity  40 adults increased their ability to speak of the language’s verb forms. For Tlingit a Native language language teachers, the most urgent needs are training in Tlingit grammar, opportunities BACKGROUND for continual language growth, and a venue Goldbelt Heritage Foundation (GHF) is a to come together and share ideas and newly nonprofit established in 2001 by Goldbelt developed materials. Inc., an Alaska Native Claims Settlement Act corporation. GHF serves Alaska PURPOSE AND OBJECTIVES Natives and Native Americans, and works to The purpose of this project was to provide promote cultural activities and document the critical support to Tlingit language teachers Tlingit language. Tlingit is spoken in 15 in the areas of language development, communities in Southeast Alaska, as well as training in Tlingit grammar, and in neighboring parts of . collaboration in language lesson

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development with the intent of enhancing teachers and Elders region-wide convene to student learning. The first objective was to demonstrate and share language units with train participating Tlingit language teachers each other, and engage in language-centered how to utilize an existing Tlingit verb culturally relevant group activities. database, and provide a venue for teachers to Teachers, Elders, and students from summer acquire new verb forms via a specially programs participated in these annual LASKA tailored weekly teleconference course workshops to present their material, pilot A delivered region-wide. lessons, receive feedback from other GHF partnered with the University of teachers and fluent speakers, and share Alaska Southeast (UAS) to conduct the effective teaching methods. teleconference course, geared towards OUTCOMES AND COMMUNITY IMPACT language teachers with a focus on verb Through networking, curriculum paradigms, which was held during the fall development, creating a language and spring semesters each year of the community, and sharing resources, this project. On average, the course had 22 project expanded the limited toolbox for participants each semester, including 12 Tlingit language teachers. Project staff Elders. Project staff used pre- and post-tests directly addressed the issue of the and the Northwest Indian Language Institute language’s complex verb forms with (NILI) scale of language proficiency to extensive teacher training and teacher- gauge student progress. Post-test average developed curriculum that incorporates scores increased by 49 percent from the first verbs; throughout the project, nearly 100 to the third year, and assessments using the new verb forms were introduced to teachers NILI scale showed a minimum improvement and integrated into their units. of 1.8 levels for all participants. The teachers’ own language proficiency was The second objective was to develop 10 enhanced, and teachers now report having a language units each year, which incorporate much better grasp on Tlingit verbs. Through new verb forms and are enriched with the annual language workshops, teachers culture. Participating teachers developed 30 have also gained new teaching methods, coordinated language units through this curriculum development skills, and a project, all of which were reviewed by network of fluent speakers. linguists from UAS. The teachers paired with fluent Elders who provided guidance Elders involved with the project were on language usage and culture. Each unit extremely proud to have been beneficial in covers at least one verb with all tenses and is passing on their knowledge to future accompanied by audio recordings by fluent generations, and reported greater self-esteem speakers and video recordings of lessons from having an important job. The Elders being piloted with youth. All materials, also appreciated the opportunity to refresh videos, and sound files are available to the their own language usage through working community on the GHF website. Project with fluent speakers in other communities staff also distributed the materials to the and being present in the schools. Through teleconference course participants and this project, GHF succeeded in documenting reported teachers already use the resources the language for future generations, creating in their classrooms with 4,282 students. tools that will help produce fluent Tlingit speakers, and giving the next generation an The third objective was to hold an annual opportunity to learn and have pride in its 10-day intensive language course where language and culture.

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KETCHIKAN INDIAN COMMUNITY

A

Project Title: Reversing Language Shift in LASKA Southern Southeast Alaska: Tlingit, Haida, and

Award Amount: $268,207

Type of Grant: Native Languages

Project Period: Sept. 2010 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT although there are adults who want to learn, there have been limited opportunities in the  2 full-time equivalent jobs created region due to a small pool of instructors,  7 Native American consultants hired limited class time and materials, and geographic isolation. As a result, few if any  5 Elders involved new adult speakers have been produced in  2 youth involved the past 30 years. The KIC language

 $24,521 in resources leveraged program recognizes that Tlingit, Haida, and Tsimshian are essential to both traditional  5 individuals trained and contemporary cultures of the Tribe, as  11 partnerships formed well as Tribal members’ identity.

 1 language teacher trained Recognizing these issues, teachers and others in the language community began BACKGROUND discussions about how to further develop Incorporated in 1940, Ketchikan Indian language resources. The KIC Tribal Community (KIC) is a federally recognized Council included language preservation and Tribe in Ketchikan, Alaska that serves over revitalization as a top priority in the Tribe’s 5,700 members. The region is home to three strategic plan, and beginning in 2008, KIC Native languages: Tlingit, Haida, and cultural instructors moved from working in Tsimshian, which are all severely public schools to mentor-apprenticeships endangered. In 2010, Tlingit had a total of with fluent speakers of the Tlingit, Haida, approximately 200 Native speakers, but only and Tsimshian languages. five remained in Southeast Alaska; PURPOSE AND OBJECTIVES Tsimshian had about 500 Native speakers remaining, with 16 in Southeast Alaska; and The purpose of this project was to continue Haida had only 37 total Native speakers the revitalization of Tlingit, Haida, and remaining, with four in Southeast Alaska. Tsimshian by developing a Common Framework for Language Proficiency The final generation of fluent speakers in (CFLP) to assess apprentices’ progress in each language has begun to pass away, and

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language acquisition, and to serve as the of photos), classroom props, and suggested basis for new curriculum in each language. use guides; kits will be distributed to The first objective was to create novice, regional partners. beginner, and intermediate level CFLPs for OUTCOMES AND COMMUNITY IMPACT each language. To accomplish this, project staff first created novice, beginner, and KIC had a strong master-apprentice program LASKA intermediate level versions of the CFLPs in for all three languages before this project, A English, and master speakers translated each but mentors had not identified a standard for into Tlingit, Haida, and Tsimshian. assessing students’ proficiency levels, or whether they were meeting competencies to Fluent Elders then produced sound files for become language teachers. The CFLPs each level in all three languages. In the first developed as a result of this project will be project year, KIC partnered with a local integrated into the existing master- radio station to make recordings, but in the apprentice program, which the Tribe’s second year, the Tribe used leveraged operating budget will continue to support resources to build a recording studio in the with funds for further curriculum and language program office. All project staff resource development. The Tribal Council and master speakers received training on also has included the CFLPs in KIC’s using the recording equipment. After strategic plan to enhance the Tribe’s efforts project completion, KIC will continue to use to produce fluent speakers. the studio for language preservation efforts. KIC and the regional Native community The second objective was to create now have access to critical language curriculum and support materials based on resources through free online materials and the CFLPs. Working closely with fluent community-based language courses using Tlingit, Haida, and Tsimshian speakers, the the CFLPs. Staff reported these improved project team successfully produced novice, resources will not only help language beginner, and intermediate level curriculum teachers guide students to become fluent for each language; qualified language speakers, but also will serve as self-teaching experts then edited all curriculum materials tools for advanced speakers and other and recordings. The resulting resources, community members. including sound files, have been reviewed and are awaiting posting to the language Mentors stated that as students gain program’s website by the IT department. language proficiency, their confidence as indigenous language speakers increases, and To supplement the CFLPs and curriculum, teachers reported students speaking in fuller the project team also developed classroom sentences. New speakers are proud of their resource packets. Initially, staff partnered increased abilities, and families are gaining with the Tribal Youth Program to collect confidence in using the language, where photos for the curriculum, but they found there was fear before. There are still very teachers had a greater need for materials to few fluent speakers, but the materials will use in the classroom. Due to turnover in the help with local and region-wide language project director position, KIC re- revitalization efforts. The project already conceptualized how the curriculum materials has contributed to larger discussions in the could be used, and created the resource community and raised a number of packets to ensure the end product will be a important questions about what language useful tool for language teachers. The kits practitioners are trying to accomplish and contain CFLP-specific flashcards (in place how they can best serve future generations.

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ORGANIZED VILLAGE OF KAKE

A

Project Title: Kake Lingit Language LASKA Assessment and Documentation Project

Award Amount: $130,027

Type of Grant: Native Languages

Project Period: Sept. 2010 – Feb. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT assess the status of the Kake Lingit language, and to create a culturally  2 full-time equivalent jobs created appropriate curriculum for Head Start  18 Elders involved through third grade.

 13 youth involved The first objective was to assess the health and prevalence of the language to better  $13,272 in resources leveraged understand Lingit’s current status and where  5 partnerships formed it is headed. First, project staff reviewed

 1 language survey developed samples of other Tribes’ language surveys; then staff created a Lingit survey, had it  127 language surveys completed approved by OVK’s Culture Committee, and BACKGROUND disseminated it to all Village households, totaling an estimated 150 surveys The Organized Village of Kake (OVK) is a distributed. Staff received completed federally recognized Tribe established in surveys from 127 households (an 85 percent 1974. The mission of OVK is to promote response rate). The survey responses the welfare of tribal members and demonstrated that preservation, teaching, descendants through the development and and use of Lingit were high priorities for operation of social, economic, and cultural community members. The survey also enterprises, and to preserve and maintain revealed general community language Native cultural traditions and a subsistence proficiency was not strong, particularly in lifestyle. A key facet of these cultural reading and writing, as Lingit is traditions is OVK’s Native Lingit language, predominantly a spoken language. which tribal members have been working to preserve and revitalize in a variety of ways. The second objective was to create Lingit lesson plans for Head Start through third PURPOSE AND OBJECTIVES grade, and to make supplemental This project was part of a larger effort to audio/video recordings of conversations in preserve and revitalize Lingit in the OVK Lingit by OVK Elders. Project staff community, and its purpose was twofold: to employed a collaborative process to create

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the lesson plans by garnering input Results from the survey shed light on the regarding content from the local school current state of the language, and also board, OVK’s Culture Committee, and OVK function as a needs-assessment. The tribe is Council members. The project’s language hopeful this assessment will improve instructor was a highly esteemed Kake Elder chances of funding for future language who is one of the few remaining tribal revitalization projects. LASKA members that is fluent in Lingit. The

A A key benefit of this project was the language instructor worked with the project intergenerational knowledge of Lingit that director to create lesson plans for the was shared between the language instructor students, who were divided into four groups: and project director. Prior to this project, Head Start, kindergarten, grades one and the language instructor was one of the only two, and grades three and four. The lesson community members with the necessary plans included age-appropriate methods of expertise to work toward Lingit teaching, such as playing games, singing revitalization. Meanwhile, the project songs, and using pictures to identify objects. director is a relatively young tribal member matter included colors, shapes, that benefitted from significant professional animals, numbers, and more. By the end of and linguistic development. Due to this the project, the language instructor and development, the project director has stated project director created 17 lesson plans. that she now feels confident in her ability to In order to document and archive the further the vitality of Lingit in future language, staff created audio/video projects. Additionally, the language recordings of numerous Kake Elder instructor stated that her role in this project conversations using Lingit. These consisted enhanced her sense of fulfillment and of roundtable discussions between 12 Elders cultural pride in seeing the language passed at a time, varying in duration from two to on. three and a half hours each. Subjects The recordings of Elders will help to ensure included traditional medicine, Lingit history, vocabulary, structure, and pronunciation will stories and legends, and food preparation. be preserved, and the lesson plans will be Additionally, project staff created 15 video used to impart teachings to tribal youth. recordings of the language instructor Staff stated that everyone involved in the working directly with students in Head Start project enjoyed the process, which through third grade. stimulated a connection to cultural identity. OUTCOMES AND COMMUNITY IMPACT Because of the endeavors undertaken in this This was a planning and assessment project, project, the presence of Lingit in the OVK so its impact will be more evident in the community is more vital and secure. months and years following the project.

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KAWAIISU LANGUAGE AND CULTURAL CENTER

CALIFORNIA

Project Title: Kawaiisu Practical Grammar

Award Amount: $246,300

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2011

Grantee Type: Native Nonprofit

Cultural Center (KLCC) is a 501(c)(3) PROJECT SNAPSHOT nonprofit organization founded in 2007. The  3 full-time equivalent jobs created KLCC provides language learning and other programs to enable tribal members to learn  3 elders involved and traditional ways. In  6 youth involved a 2008 survey completed by 50 tribal

 $48,702 in resources leveraged members, 45 (90 percent of those surveyed) expressed interest in learning the language.  16 individuals trained There are five remaining fluent Kawaiisu  7 partnerships formed speakers, all of whom are tribal elders, three  4 language surveys developed of whom are language teachers. Prior to this project, 25 tribal members were studying the  185 language surveys completed language, but most had plateaued at an  5 language teachers trained advanced beginning level. A significant hindrance to their advancement was a lack  4 youth increased their ability to speak a native language of grammar and reference materials and the absence of a related grammar curriculum.  23 adults increased their ability to speak a native language PURPOSE AND OBJECTIVES The project’s purpose was to create BACKGROUND Kawaiisu grammar reference materials and The Kawaiisu are a non-federally curriculum to increase the conversational recognized tribe of over 250 members, proficiency of Kawaiisu second language indigenous to the remote and rural learners. The first objective, utilizing a team Tehachapi and Paiute Mountain areas of of three Kawaiisu speakers, seven second Kern County, California. Due to relocation language learners, a media developer, and policies of the U.S. Government in the late two linguists, was to plan and design a 1800s, many Kawaiisu traditions, including practical grammar reference and related songs, dress, and knowledge of sacred sites grammar curriculum with eight unit plans, have been lost; however the Kawaiisu 32 lesson plans, and 96 teaching activities language and many traditional stories intended to propel second language learners remain intact. The Kawaiisu Language and

2014 ACF Grantee Meeting - ANA Language Compendium 35

past the beginning level to conversational audio interactive CDs, DVDs, and games. proficiency. Because project participants

The second objective was to develop a 10- were spread out over a wide geographic year language revitalization plan utilizing area, the project team carefully devised a feedback from community members, and to schedule allowing participants to attend ensure language learning materials were design sessions, produce a curriculum, and available to tribal members and potential test it. Five project staff attended Advocates second language learners. To accomplish for Indigenous California Language Survival this, project staff, utilizing feedback from Immersion Training, learning how to create four surveys completed by 185 community interesting, accessible, and effective lessons members, developed a three-forked plan immersing future students in their language. including: 1) a teaching plan with family- CALIFORNIA During the project period, 11 additional based “language at home instruction,” 2) a individuals received such training, providing Kawaiisu language documentation plan, and a basis for effective instruction, curriculum 3) a sustainability plan. Through five development, lesson planning, teaching, and community potlucks, two book signings, language learning in the community. various newspaper, newsletter, and local With help from linguists at two California magazine articles, the KLCC team kept universities, the team designed a grammar tribal members aware of project progress reference book with an introduction and and informed them of upcoming language eight chapters, including all of the lesson classes. Through the KLCC’s new website, plans and teaching activities intended in the the team publicized language classes, project plan. All chapters were grounded in distributed new grammar references and immersion language acquisition and curricula, and distributed the KLCC’s communication-based instruction existing language instructional media. techniques. Chapter topics included: OUTCOMES AND COMMUNITY IMPACT Kawaiisu grammar basics, Kawaiisu sounds and writing, verbs, verb agreement, According to Project Coordinator Laura and , words of position, questions, Grant, “Our design team members learned descriptive terms, and . how to plan and design a grammar-based curriculum, with unit plans, supporting To create the curriculum, the team lessons, and teaching activities. Everyone interviewed and recorded fluent elders to involved—particularly the elder teachers— define grammar concepts and features of the now understand grammar concepts well language; devised a Kawaiisu writing enough to teach them to others.” Project system; defined objectives for each of the Administrator Julie Turner added, “We have eight units, planned and designed at least made real breakthroughs in our ability to four lessons for each unit; created 12 or understand and use our language. In the more activities for each unit; taught test past, we could repeat sentences and phrases; lessons to second language learners; made now, we can produce our own sentences and changes based on learner feedback; and actually think in the language.” Over the ensured all members of the team, including next three years, the KLCC intends to fluent speakers and test learners, understood continue developing fluency in its language grammar topics and were satisfied with the teachers and in the family members of fluent curriculum content, planning, and design elder speakers, and to extend community processes. The team also designed media classes to 65 additional tribal members. products to support the units, including

CALIFORNIA 2014 ACF Grantee Meeting - ANA Language Compendium 36

SANTA YNEZ BAND OF CHUMASH INDIANS

CALIFORNIA

Project Title: Say It in Samala

Award Amount: $221,446

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2011

Grantee Type: Tribe

Ynez Band of Chumash Indians, the only PROJECT SNAPSHOT federally recognized tribe of Chumash  2 full-time equivalent jobs created Indians, has 146 members and 420 tribal descendants. The 135-acre Santa Ynez  1 Native American consultant hired Reservation, located in Santa Barbara  7 elders involved County and established in 1901, has 249

 47 youth involved residents. There is one fluent speaker of the Chumash language, a linguist who learned  $5,100 in resources leveraged the language in the 1970s. The tribe’s  17 individuals trained language program, founded in 2006, has five senior apprentices and five junior  6 partnerships formed apprentices. Senior apprentices teach the  1 language survey developed Chumash, or Samala, language, in the tribe’s after-school program, and at the tribe’s  157 language surveys completed weekly culture night and annual Kalawashaq  7 language teachers trained Summer Camp.

 47 youth increased their ability to speak PURPOSE AND OBJECTIVES a native language The “Say It in Samala” project’s purpose  14 adults increased their ability to speak was to plan and design a Samala language a native language acquisition curriculum, emphasizing BACKGROUND immersion-style techniques promoting conversational proficiency. The first Before the Spanish arrived in California, the objective was to survey at least six Chumash Indian population numbered an community groups to determine 20 topics of estimated 22,000. Chumash territory conversation tribal members considered extended from the beaches of Malibu inland most important to learn through the to Paso Robles and to the western edge of curriculum. To accomplish this, the project the San Joaquin Valley. By 1831, all but coordinator and project director surveyed decimated by the Spanish mission system, families participating in culture night, tribal the number of mission-registered Chumash health office clients, and members of the numbered only 2,788. Today, the Santa tribe’s business committee, elders board,

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education committee, and general council. and household tasks, traditional activities They collected 157 surveys, studying if, (e.g., making acorn mush), weather and how, when, and where respondents wished landscape, traditional instruments and to learn the language, and which topics dancing, animals and plants, and food. respondents preferred to learn. After Lessons were tested with the five junior analyzing the results, they provided a report apprentices, with 43 youth at the to the community in Samala, the bi-monthly Kalawashaq Summer Camp, and with five tribal magazine. Topics tribal members most youth in the afterschool program. wished to study included: counting in the OUTCOMES AND COMMUNITY IMPACT language, saying and understanding blessings and prayers, singing old and new Senior apprentices now have an eight-unit

CALIFORNIA songs, making traditional items, and curriculum, the first ever created for understanding and telling a traditional story. developing conversational proficiency in Samala, providing tribal members with a The second objective, to be completed by powerful new tool for enhancing language month 23, was for language program staff to acquisition. Moreover, these apprentices take part in monthly training sessions, possess more skill in creating and presenting enabling them to independently produce unit communication-based lessons, enabling plan with supporting teaching activities them to better facilitate conversational using the five-step Communication-Based proficiency in their students. Instruction (CBI) Method developed by the Advocates for Indigenous California Feedback from community members Language Survival (AICLS). To accomplish indicates that the lessons, activities, and this, the senior apprentices completed 32 immersion sets produced by the project team full-day AICLS workshops over two years, are more interesting, interactive, accessible, learning how to plan and design an and fun than previous language lessons immersion-style curriculum. During these provided by the tribe, and enable language sessions, senior apprentices planned and learners to better understand and produce designed immersion sets, which were tested language, improve their pronunciation, build on junior apprentices to determine the extent vocabulary, and grasp language structure. to which the juniors were achieving the Nakia Zavalla, the tribe’s culture department learning objective of each set. Additionally, director, stated, “Language classes are more senior apprentices learned how to produce interesting because we don’t just emphasize digital language learning materials, grammar structures and writing anymore. developing professional skills in using CD We’re not only teaching about the language, recorders, digital video camcorders, and but in the language, and we’re reawakening video editing software. something that has been sleeping. People of all ages—youth, parents, and elders—are The third objective was for senior acknowledging our language, and are apprentices, with participation from the lone drawing strength from it.” master speaker, to design and test at least five prototype units with accompanying “Creating the lessons has helped us learn immersion sets and independent practice the language. We are making the language activities. Basing the content on tribal part of our life, which is tough because we members’ preferences and utilizing CBI don’t have elders who speak the methodology, project staff developed not language.” five, but eight practical, detailed prototype Kathleen Marshall, Project units, on numbers, family members, chores Coordinator/Senior Apprentice

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CALIFORNIA INDIAN MUSEUM AND CULTURAL CENTER

C

Project Title: Pomo Language Assessment AL

and Documentation Project IFORNIA

Award Amount: $227,419

Type of Grant: Native Languages

Project Period: Sept. 2010 – Sept. 2012

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT Pomo language programs at the Tribal level. Since most of the Pomo Tribes are small and  1 full-time equivalent job created economically challenged, it is difficult for  24 Elders involved them to start, maintain, and sustain language programs.  21 youth involved PURPOSE AND OBJECTIVES  $55,522 in resources leveraged The project’s purpose was to increase the  30 individuals trained Pomo community’s knowledge on the status  35 partnerships formed of Pomo languages in use, and to develop

 1 language survey developed new resources to spur language growth in the absence of fluent speakers.  275 language surveys completed The first project objective was to conduct an  7 Native language classes held updated needs assessment of the languages BACKGROUND currently in use among the Pomo speaking Tribes in the target region of Sonoma, The California Indian Museum and Cultural Mendocino, and Lake Counties, and to Center (CIMCC) is a 501(c)(3) nonprofit produce a comprehensive status report. organization dedicated to educating the Project staff created a language survey with public about the history, culture, and 30 questions designed to identify fluency contemporary life of California Indians, and levels, dialects used, the extent to which to honor their contributions to civilization. people had studied or were studying Pomo, There are 21 Pomo Tribes in the largely participation in and availability of Pomo rural region of Sonoma, Mendocino, and language courses, community language Lake Counties, with six distinct Pomo preservation challenges, preferred methods languages. In 2005, CIMCC conducted a of study, and the perceived value of using needs assessment indicating that all six online learning tools. languages were highly endangered due to Staff trained 12 youth in CIMCC’s Native low numbers of fluent speakers, low Youth in Action service learning group on numbers of mid-level speakers, and a lack of how to conduct the survey. Over a 3-month

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period, the youth collected 275 surveys from Project staff recruited 14 fluent speakers, 12 members of 20 Pomo Tribes. Tribal Elders of whom participated in documentation comprised 10 percent of survey respondents, sessions by recording words, phrases, songs, providing key information about and stories needed for the resource lists and intergenerational learning and fluency. lesson plans. These 12 Elders produced Project staff then analyzed the data and over 70 hours of recordings in the Eastern, wrote a status report addressing Central, and Southern Pomo dialects. All revitalization strategies and the key findings master recordings were professionally

ALIFORNIA of the assessment. They shared the report edited, digitized, and archived.

C with the Tribal Councils of each Pomo OUTCOMES AND COMMUNITY IMPACT Tribe, as well as with the community through CIMCC’s mailing list and At the end of the project period, CIMCC newsletter, which have 1,500 subscribers. held a community language forum, attended

by 43 individuals. The forum included

The second objective was to develop demonstrations and distribution of the newly language resource lists to support an existing developed language resources, as well as a 10-unit conversational Pomo curriculum and community discussion on the next steps for to guide documentation activities with fluent language revitalization speakers. To create the lists, staff worked with a linguist and CIMCC’s eight-member Through project activities and the language Language Preservation Committee. The forum, Pomo Tribes and their members project team had some difficulty selecting gained a clear understanding of the status of which Pomo languages to document due to their languages, the challenges in preserving limited knowledge on which were most them, and the community’s preferred endangered, but eventually decided to focus language learning methods. These lessons on Eastern, Central, and Southern Pomo. will aid them in continuing efforts for These languages were all endangered and devising Pomo language revitalization staff were able to find available Elders to strategies. Moreover, they gained a new set document each. of language learning tools, including speaker videos and a beginning level online Pomo The resulting resource lists include conversation course. sounds, vocabulary, phrases, songs, and stories necessary to produce documentation Just as importantly, the project activities materials and support lesson plans. Using generated community interest and these lists, project staff put together lesson enthusiasm for participating in revitalization plans for (10) 4-page units in each dialect. efforts, and brought the Pomo language These lessons were piloted with Tribal youth community together by building during a 5-day Pomo Language Preservation partnerships and community support, as Camp in June 2011, and then slightly evidenced by a 384-member Pomo language modified and posted on the CIMCC website. Facebook group. CIMCC’s executive Units for Eastern, Central, and Southern director stated, “We are trying to help foster Pomo are easily accessible through the site a climate that enables Pomo Tribes to get for interested community members. beyond language preservation, to the idea of language ownership. We are trying to The third objective was to conduct language promote communication among family documentation with fluent Pomo language groups and communities, get kids learning, speakers, and produce 70 hours of and build momentum with the language.” documentation with at least seven speakers.

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YUROK TRIBE

C

Project Title: The Yurok Community ALIFORNIA Language Project

Award Amount: $603,486

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT efforts in 1997, only a few people could speak the language, and it had been nearly  7 full-time equivalent jobs created 50 years since a child grew up speaking  877 Elders involved Yurok. Prior to this project, the Tribe documented only 11 fluent Yurok speakers.  1,168 youth involved PURPOSE AND OBJECTIVES  $95,347 in resources leveraged The purpose of the “Yurok Community  164 individuals trained Language Project” was to increase  12 partnerships formed knowledge and fluency of tribal members

 9 language teachers trained and boost teaching capability of program staff and school language teachers. To this  5 Native language classes held end, the staff would develop and implement  100 youth increased their ability to speak age-appropriate curriculum, including a Native language supplemental materials and tests.

 17 people achieved fluency in a Native The project’s first objective was for teacher language interns and language program staff to attend state-certified training amounting to 210 BACKGROUND hours of instruction, In the far northwest corner of California, including advanced teacher training methods 300 miles north of San Francisco and and instruction in conversational grammar stretching from the Pacific Ocean inland discourse syntax. Over the course of the along the , lie the homelands project, intern teachers completed 62 hours of the Yurok People. Although Yurok is in applied lesson planning techniques, 16 currently the state’s largest indigenous tribe, hours of special language topics, 90 hours of the use of the Yurok language dramatically grammar instruction, 16 hours of decreased when non-Indians settled in the participation in media training seminars, and Yurok territory, and by the early 1900s the 6 hours focusing on language instruction Yurok language was near extinction. When best practices. the Tribe began its language restoration The second objective was to continue

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teacher training, and to develop materials Institutionalizing the Yurok language in and achievement measurement instruments daily educational instruction provides a

for daily language infusion programs at conduit for youth to actively engage with, educational sites serving the Yurok learn, and speak their indigenous language. community. The resulting outcome is a full By launching neighborhood language pods, array of age-appropriate curriculum Tribal communities now have the materials developed and implemented, opportunity to engage one another in Yurok, including measurement tools, covering develop fluency, and encourage, support, topics such as nature, animals, colors, and teach one another. ALIFORNIA objects, verb usage, and tense. To elevate C By cultivating the fluency and teaching the level of fluency of community speakers, methods of interns and staff, the Tribe has the project implemented intergenerational broadened its resources to implement future neighborhood language pods and activities. language instruction, infusion, and

The third objective was to have a minimum immersion programs. One teacher intern of 75 new language learners achieve Yurok said “As a teacher, I now have the skills novice- competency and 17 necessary to be successful...I know how to achieve intermediate-high level, and eight develop curriculum and appropriate intern teachers pass the state-recognized lessons.” Additionally, many intern teachers Yurok Language Teacher Credentialing have been hired by the public school system Examination. By the end of the project 502 as a result of development, training, and the speakers reached the novice range and 15 certification received through this project. became fluent, intermediate-high speakers; Because of the high level of community nine Yurok language teachers achieved engagement, rigorous training, and certification. successful partnership development, the OUTCOMES AND COMMUNITY IMPACT Yurok language program will continue to The development of age-appropriate live through the Tribe, public schools, curriculum and achievement measurement summer camps, local community activities, tools, credentialing of teachers, and training and language pods. The impressive, of language pod facilitators now ensure that successful results represent the beginning of a new dawn for the Yurok language. language instructors have the competency in teaching methods and Yurok language standards to implement quality instruction, “The language pods were excellent. They immersion, and local pod facilitation. By the allowed me to participate without end of the project, language instruction and traveling a long distance…[and] my immersion occurred at 18 Head Start fluency level is now intermediate to high, locations, Tribal child care facilities, which makes me feel whole.” summer camps, and local public schools, as Project Participant well as community-located language pods, with over 800 youth participating.

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PA’A TAOTAO TANO’

GUAM

Project Title: Assessment Survey (CLAS) Project

Award Amount: $97,399

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2010

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT PURPOSE AND OBJECTIVES

 5 jobs created The purpose of the project was to assess the status of the Chamorro language in Guam  150 youth involved and to assist the Chamorro community in  $34,500 in resources leveraged developing and implementing a strategic plan to preserve and perpetuate the  6 individuals trained language.  22 partnerships formed The project’s first objective, to be completed  1 language survey developed within three months, was to develop a

 6,542 language surveys completed language assessment survey. To do this, Pa’a Taotao Tano staff worked with a BACKGROUND professor from the University of Guam’s Founded in 2001, Pa’a Taotao Tano’ is a School of Business and Public nonprofit organization whose mission is to Administration to assemble a 10-question preserve, promote, and perpetuate the survey. Questions were designed to provide cultural traditions of the indigenous people insight on the extent to which people of of Guam and the Northern Mariana Islands. different age groups, , and Guam is the largest of 15 islands that make geographic locales could understand, speak, up the Mariana Islands chain, and has a read, and write the language. Other population of 154,805, according to the questions were developed to shed light on 2000 Census. The Chamorro, the language use patterns and on community indigenous people of the Mariana Islands, attitudes about the language, attempting to are the largest ethnic group in Guam, with uncover where people used the Chamorro 65,243 people, or 42 percent of the language, how frequently they interacted population. Prior to this project, there were with fluent speakers, and how important no known statistics on the number of they felt language knowledge was in Chamorro people who spoke and practiced retaining their Chamorro social identity. the Chamorro language on a daily basis. Objective two was to conduct the Chamorro

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Language Assessment Survey (CLAS), the report. The report was shared with all 19 collecting completed surveys from at least village mayors, the island’s academic and 10 percent (6,524 people) of the Chamorro teaching community, and other groups population of Guam. To accomplish this, interested in preserving and perpetuating the the project director and coordinator hired language. The team presented the report at and trained five project assistants and Barrigada Community Center in September

conducted a media campaign through radio of 2010, and the event received significant GUAM and newspapers ads. Then, over a six- coverage from all of Guam’s newspapers month period, the coordinator and project and from one of the island’s TV stations. assistants surveyed people in all 19 Guam OUTCOMES AND COMMUNITY IMPACT villages, carefully ensuring that 10 percent of each village’s population was surveyed. During six months of gathering data, Pa’a Project assistants and the project coordinator Taotao Tano’s CLAS project team met with conducted door-to-door surveys in the one-tenth of Guam’s indigenous population, villages and surveyed the community at an enormous number of people, to discuss island festivals, cultural events, flea markets, the status of the Chamorro language. These concerts, and night markets. The team set efforts helped fuel an island-wide dialogue up booths at the Chamorro Lunar Festival, on the cultural and social significance of the Gef Pago’s Dinana Minagof, the Marianas Chamorro language. According to the Home Grown Concert, Talofofo’s Banana survey team, community members Festival, the Dededo Flea Market, and many expressed strong pride and happiness that a other events. During the survey period, the Chamorro language survey was being done, assessment team collected 6,542 surveys, hoping that such efforts would contribute to exceeding the project goal by 18. As saving the language. surveys were completed, the project director The Pa’a Taotao Tano’ project team kept an ongoing tally of results, completed the first known survey on the continuously updating the database. status of the Chamorro language in Guam, Utilizing partnerships with Guam’s 19 providing the community with a greater village mayors and with island event and understanding of how, where, and the extent festival coordinators, the project team was to which the language is currently used. able to learn the whereabouts of various While only 43 percent of respondents were events and activities in advance and gain an able to write the language “very well” or understanding of where people commonly “well enough to communicate,” 75 percent congregate, allowing a more efficient and and 68 percent respectively were able to effective survey collection process. understand or speak Chamorro at or above The third objective was to analyze survey these levels. Ninety-five percent of survey data and produce a report on the status of the respondents felt that “an important part of Chamorro language in Guam for distribution being Chamorro is knowing the language,” to key stakeholders. To accomplish this, while only one percent disagreed. The project staff, with expert assistance from a project team shared these and other findings Chamorro information technology with government officials, the academic professional, aggregated the data and community, and the community-at-large, developed project charts and graphs. With providing information they hope will assist guidance from the University of Guam the island’s political, academic, and cultural professor who helped design the survey, the leaders in developing strategies to preserve project team analyzed the data and prepared and perpetuate the Chamorro language.

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GUAM COMMUNITY COLLEGE

G

Project Title: Go’ti Yan Adahi I Fino’ta UAM Chamorro

Award Amount: $593,459

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Public Education Institution

PROJECT SNAPSHOT Chamorros in Guam combined with migration from other ethnic origins hinders  4 full-time equivalent jobs created the public use of the Chamorro language,  32 Elders involved and has weakened the Native language and culture on Guam. Language teachers have  132 youth involved indicated their resources are very limited,  $81,650 in resources leveraged and they continue to express the need to

 22 partnerships formed have more media forms in Chamorro.

 2 language surveys developed In 2007, GCC conducted a survey to assess the status of the Chamorro language and  1,800 language surveys completed analyzed the results from the 566 Chamorro  50 youth increased their ability to speak respondents: 96 percent indicated it is a Native language important to preserve the language; 86 percent wanted to learn to speak Chamorro;  100 adults increased their ability to and 91 percent preferred the instruction tool speak a Native language to be CD, DVD, or video. BACKGROUND PURPOSE AND OBJECTIVES Guam is an organized, unincorporated Based on the survey results, the purpose of territory of the U.S. located in the western this project was to revive, promote, and Pacific Ocean, with an indigenous Chamorro preserve the bond to the Chamorro past by population comprising over 37 percent of producing learning modules in Fino’ Håya, the population. Accredited since 1979 and the indigenous language of Guam. The the island’s only community college, Guam modules would cover the history of the Community College (GCC) is a multi- Chamorro people, word origin, legends, cultural, multi-ethnic career and technical environment, descriptions of the ancient way educational institution. Although the of life, and traditional names of plants, majority of the student population is illnesses, and cures. These modules were Chamorro and the school offers classes in meant to benefit Guam’s students and Chamorro language, the declining number of increase the usage of the Native language.

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The project’s objective was to produce and accounts, visuals, and spoken words are now distribute 16 scripts in digital form. available, and over 160 Chamorro teachers Students expressed a desire to learn the can access supplemental language resources. indigenous Fino’ Håya language, rather than OUTCOMES AND COMMUNITY IMPACT

the Spanish-Chamorro that has become most UAM prevalent. Therefore, the project team Project staff reported they witnessed a G worked with a linguist to isolate original higher level of interest in and awareness of words and compare them to other the Fino’ Håya language as a result of this for authenticity. project. There was some skepticism from Through many successful partnerships, those who thought ancient Chamorro was project staff completed 16 Fino’ Håya lost, but the DVDs have shown the DVDs with sights, sounds, and historical community the language still exists, and has accounts. The linguist, a fluent Fino’ Håya built a foundation for the next level of

speaker, narrated all the videos using only revitalization. Students reported using the

pre-contact Chamorro. Project staff felt the videos to learn words and speak them at DVDs will complement existing language home; one student stated the project classes in schools and postsecondary strengthened his family and cultural institutions because learners can hear connections, and influenced him to be more phrases in their simplest form and gain committed to the language. proficiency at their own pace by speaking Much discussion about the pre-contact after the narrator, while also learning language also has resurfaced. For example, Chamorro culture and history. the University of Guam changed Spanish- The completed titles include: Prelatte and Chamorro to Fino’ Håya in titles, posters, Latte Period; Origins of Fino’ Håya; Pottery and greetings as a result of this project, and of the Ancient People; Ocean, Land, there is pending legislation to reintroduce Heavens, and Moon; Ancient Wordlists; the Native language as an integral part of the th Everyday Phrases; Flying Proa; Ancient kindergarten through 12 grade curriculum. Lunar Calendar and Counting; Chanting, The project director reported the project Singing, Dancing; ABCs in Fino’ Håya; addressed the problem of limited resources Cooking Methods; Plants and Animals; and media forms available in Chamorro, as Ancient Fishing and Farming Tools; The well as revitalized the Fino’ Håya language. Gifting (Coconut) Tree; Ancient Village She stated, “We are beginning to see the Names; and Ancient Medicines. impact within our communities, and the Project staff ordered 300 copies of each title, passion it is instilling in some of our young which they will distribute to language Native people.” As learners become aware teachers, schools, universities, libraries, and of the authentic indigenous words, they other partners. GCC will market and sell begin to use those alternatives to the Spanish additional copies to the general public words that have been perpetuated. This is through its bookstore. GCC also created a Guam’s first language revitalization project Fino’ Håya You Tube channel, and project to use the ancient language and present staff uploaded 11 videos by the end of the Chamorro ancestral roots using film. project period with plans to upload all 16 titles; during the project, the YouTube “The films brought many students to channel had 4,140 views. Approximately 6 appreciate our culture and language hours of Native Chamorro historical much, much, more than ever.” Chamorro Language Teacher

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TE TAKI-TOKELAU COMMUNITY TRAINING AND DEVELOPMENT, INC.

HAWAII

Project Title: Tamoko-Tokelau Language Planning Project

Award Amount: $142,756

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2010

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT of Hawaii, now with over 500 people and in its fifth generation, is descended from these  2 jobs created immigrants. About half of this community  2 Native American consultants hired lives in the town of Wahiawa.

 130 elders involved Te Taki-Tokelau Community Training and Development, Inc. (Te Taki) is a nonprofit  278 youth involved organization seeking “to perpetuate the  $59,725 in resources leveraged language and culture of Tokelau, and to

 12 individuals trained improve the economic and social welfare of Tokelau people living in the United States.”  13 partnerships formed Te Taki carries out many cultural activities  9 language teachers trained through its Lumanaki School, providing language and cultural teaching to youth and  260 native language classes held other community members. In 2005, Te  30 youth increased their ability to speak Taki received ANA funding for a language a native language assessment, surveying 439 community members - over 80 percent of the  27 adults increased their ability to speak a native language community - on language competence, usage, and attitude. From this survey, Te BACKGROUND Taki learned that 35 individuals spoke the Annexed and divided by the United States language fluently, 13 spoke the language and New Zealand in the 1920s, the four “very well,” and 345 respondents (78.65 islands of Tokelau are located over 300 percent) spoke at the two lowest proficiency miles north of American Samoa. In the levels. 1950s, half the native population of Tokelau PURPOSE AND OBJECTIVES was resettled involuntarily to American Samoa, where they faced harsh political, The purpose of the project was to begin social, and economic conditions. To escape revitalizing the by these conditions, many migrated to Oahu in developing language resources and the late 1950s. The Tokelauan community conducting teacher training. Objective one

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was to develop a culturally-based five adults, including three teachers. The curriculum, the Tamoko Tokelau Language purpose of the trip was to build relationships Educational Series, comprised of teachers’ with the Tokelauan community in Polynesia, guides, student language workbooks, and facilitate a greater understanding and parents’ guides. To determine the best appreciation of the language and culture, approach for developing a curriculum, and collect resources to be used in the project staff held weekly meetings with a development of the online dictionary and

HAWAII University of Hawaii linguist during the first curricula. The group spent two weeks in quarter. Then, along with a language Tokelau, learning about the life ways, committee comprised of community elders, culture, and environment, and bringing back the team held three brainstorming sessions, myriad resources, including 12,000 producing a list of culturally-relevant, age- photographs for use in the dictionary. appropriate lesson modules. Working with Objective three was to review, edit, print nine community teachers, they developed hard copies, and electronically publish the draft versions of teachers’ guides, student Tamoko Tokelau Language Education workbooks, and parents’ guides, and created Series. At project’s end, these activities educational materials. Also, they digitized a were not complete yet. The project team Tokelauan dictionary first printed in 1959, estimated that these activities and the placed it on Te Taki’s website, and began to electronic publishing of the curriculum and make it interactive and useful, with images, Tokelauan dictionary would be completed in sound bites, and video clips. early 2011. Objective two was to provide Lumanaki PURPOSE AND OBJECTIVES School teachers, all volunteers without formal training, with staff development The Lumanaki School’s nine teachers used training, to build their capacity in lesson their enhanced teaching skills and new planning, instructional strategies, and teaching materials to teach 260 culturally- curriculum development. In the project’s based language classes, increasing the first month, the project director and seven language ability of 30 youth and 27 adults in teachers met with consultants from a the community. According to Betty Ickes, respected educational services company to Te Taki’s Executive Director, the trip to assess the teachers’ needs. Together, they Tokelau and the stories brought back also planned 12 six-hour sessions, one per made an impact, capturing the imagination month, for the teachers. Topics included: of the community, particularly youth, “This instructional strategies; interactive tasks; program has made a big impression on our multiple intelligences and assessment; how kids. Hearing from the kids who traveled to to build curriculum through the use of Tokelau talking about the trip and using themes, goals, and objectives; developing slang … has made the culture more real, themes, goals and objectives for grades K-6, something they can touch and feel. There 7-12, and adult learners; and creating units are new trends in our community - more and material for K-12 students. Nine social networking, more art, and more teachers completed the training, gaining expression of culture. And many people in useful knowledge, skills, and abilities for community speak the language better - we use in the classroom. are using it more in the home, with our kids. Within the community, our level of comfort Also part of objective two was a cultural and understanding of language and culture is immersion trip to Tokelau for three students, improving.” selected through a competitive process, and

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UNIVERSITY OF HAWAII

H

Project Title: Finding and Showing the AWAII Fragments of Our Heritage

Award Amount: $88,447

Type of Grant: Native Languages

Project Period: Sept. 2011 – Jan. 2012

Grantee Type: Public Education Institution

PROJECT SNAPSHOT specializes in creative arts, environmental sciences, and Hawaiian studies. It also is  1 full-time equivalent job created home to the Curriculum Research and  50 Elders involved Development Group (CRDG), which carried out this project. CRDG has more than 40  20 youth involved years’ experience in Hawaii developing  $2,220 in resources leveraged curriculum materials, conducting

 8 individuals trained educational research and evaluation, and operating a kindergarten through 12th grade  6 partnerships formed laboratory school, where the student body is  1 language survey developed selected to be representative of the native Hawaiian student population.  1,700 language surveys completed Through community-based relationships and BACKGROUND knowledge gained from previous research, The University of Hawaii is a public entity the CRDG found there are more speakers of higher education, the affairs of which fall and readers of the today under the general management of the Board than there were 20 years ago; although there of Regents. The board formulates policy appears to be a disconnect between language and exercises control over the University use and cultural context. through its executive officer, the university PURPOSE AND OBJECTIVES president. Founded in 1907, the University of Hawaii System includes three The purpose of the project was to assess the universities, seven community colleges, and status of the Hawaiian language in the multiple community-based learning centers Ko’olau community, and to develop an across Hawaii. action plan to revitalize the competency, accuracy, and cultural context of the spoken The Windward campus, where the Finding language. and Showing the Fragments of Our Heritage project was housed, is located at the base of The first objective was to develop an O’ahu’s Ko’olau Mountains in Kane’ohe. advisory board for the project; assess the This supportive community college status of language endangerment (including

2014 ACF Grantee Meeting - ANA Language Compendium 49

the number and age of speakers, limited number of first language speakers in environments where the language is used, the community. Through survey results, and resources available) in the Ko’olau project staff concluded most people of community; measure the community’s Hawaiian background want to learn desire and needs for language revitalization; Hawaiian; additionally there is a disconnect

AWAII and record Kupuna (Elders) speaking the between second language speakers and

language. The eight-member advisory board cultural usage. H created a valid survey tool to assess OUTCOMES AND COMMUNITY IMPACT language resources and degree of endangerment, as well as community needs The University generated a valid assessment and desires. The board and project staff of how many Hawaiian language speakers compiled and analyzed the data from 1,700 exist who can be called upon as resources surveys, and recorded and produced 50 for language and cultural knowledge. Elder interviews. Furthermore, the community clearly indicated a desire and need to revitalize the The second objective was to create a Hawaiian language in terms of accuracy and strategic action plan to address language cultural context. CRDG plans to continue revitalization needs for the Ko’olau working with the community through community, utilizing wisdom and guidance gatherings and events to further increase the from Elders and community members, as accuracy of language use and cultural well as known current, relevant data. The knowledge of second language speakers. project team gathered community input and guidance through various dinners and The University of Hawaii will continue to language club meetings. support the efforts undertaken through this project, and other community partners Project staff personally asked event agreed to contribute substantially to the on- attendees to complete the language going efforts of the strategic plan. The assessment survey. CRDG held 24 strategic plan identifies next steps for the community meetings and dinners, and implementation of language and cultural recorded and analyzed comments from the revitalization and contextual usage. 85 attendees to guide development of the strategic plan and next steps for the project. Based upon the outcomes of the survey and “The project has a purpose that has community gatherings, staff developed a much urgency. It’s a struggle to strategic plan, which was revised as perpetuate the language with the additional community input was received. Kupuna that are still available to ensure the integrity of the language for The data analysis of survey results found the next generation.” many fluent speakers exist, but most are Advisory Board Member and second language learners and do not have Community Elder the cultural context first language speakers possess. The analysis also determined a

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PASSAMAQUODDY TRIBE

MAINE

Project Title: Passamaquoddy Language Revitalization Planning

Award Amount: $73,329

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT much meaning as possible into a single word. Retaining and using this language,  2 jobs created tribal leaders believe, is a key element of  40 elders involved keeping the Passamaquoddy culture intact.

 $5,410 in resources leveraged The 2008 Tribal Language Survey found there were only 300 fluent Passamaquoddy  60 individuals trained speakers and 300 who are partial speakers.  10 partnerships formed Project staff found that of those assessed, BACKGROUND individuals 60 years old and over comprehended 90 percent of the assessment The Passamaquoddy Tribe of eastern Maine content, while those aged 30 to 50 has the distinction of being the easternmost comprehended only 30 percent of the Native American tribe in the United States. assessment content. This comprehension The two largest clusters of Passamaquoddy level dropped to under 12 percent for are on the Pleasant Point Indian Reservation, individuals under the age of 20. with 850 people, and the reservation at Indian Township, with about 800 people. PURPOSE AND OBJECTIVES The off-reservation population is 1,650, The purpose of this project was to develop a giving the tribe a total population of 3,300. strategic plan to revitalize the The Passamaquoddy suffer from high levels Passamaquoddy language, focusing of unemployment, poverty, and limited primarily on tribal language learners access to educational opportunities. Many between the ages of 30 and 50. Without also have suffered from a decline in cultural quick action, tribal leaders recognized, there knowledge and awareness, particularly in would be a marked decrease in the number their ability to speak the Passamaquoddy (or of tribal members who could speak the Passamaquoddy-Maliseet) language. This language, particularly among elders and language, of the Algonquian language young people. The 30 to 50 year olds were family, is noted for its complex sounds, selected as the target population because “animate” versus “inanimate” nouns, they were raised in an environment where “obviate” system for identifying a person, the language was spoken, and because they and its “sentence-words” of encoding as were the best candidates to teach the

2014 ACF Grantee Meeting - ANA Language Compendium 51

language to children in the tribe. The inventoried and cataloged, and the project sought to accomplish this goal by recordings were added to an interactive web- identifying effective native language based language portal. The portal holds instructional strategies and developing a over 300 sound files, each an hour long, curriculum to implement across the with recordings dating back to the 19th Passamaquoddy community. century. Through this web-based format open to the public, users can learn about the

MAINE The first objective was to develop a culturally-relevant curriculum for beginner meaning of vocabulary words, their Passamaquoddy speakers between the ages pronunciation, and their use in context. of 30 and 50, with an accompanying Users also can record their own teacher’s guide. To accomplish this, project pronunciation of a word and post it on the staff met with community elders and website, as the portal is an interactive, conducted home visits to gain information continually evolving platform. To complete on the fluency level of 100 percent of the the second objective, project staff also developed a language revitalization action 1,650 Passamaquoddy residents. Results from the survey revealed that the target plan to outline future steps in language community was in need of a beginner-level preservation and outreach. curriculum. OUTCOMES AND COMMUNITY IMPACT Additionally, project staff researched The Passamaquoddy Tribe now has a set of promising curriculum techniques in other teaching methods for language acquisition, Native American communities, including a including a language revitalization action Micmac community in Canada and a former plan and a language curriculum. In addition, ANA language grant recipient, the the tribe also possesses a Passamaquoddy Penobscot Indian Nation in Maine. Project teacher’s guide with proven instructional staff developed a detailed language strategies utilized by other tribes. Teachers community teaching protocol and already have begun implementing this curriculum based on the best-practices they curriculum in local classrooms. To learned about from these communities. The complement language instruction and curriculum, focusing on Passamaquoddy language learning by the public, the tribe has vocabulary lessons, originally was designed a self-directed web-language portal serving with the target audience of 30 to50 year olds as a teaching method and a tool for language in mind; however, as the project progressed, preservation. Furthermore, the tribe has project staff recognized that the curriculum accurate, complete documentation on the could be used with any beginner speaker, fluency levels and usage patterns of speakers regardless of the age group. in the target community. Propelling the The second objective was to compile sound tribe’s language preservation efforts files based on the tribal dictionary (an forward, a resolution was passed during the 18,000-word Passamaquoddy language project period declaring Passamaquoddy as dictionary published in 2008), recording the tribe’s official language. Equipped with words beginning with the letters A - E. interactive learning materials and the Project staff identified three elder speakers support of the tribe, future and present in the community and worked with an audio Passamaquoddy learners have gained crew to produce oral recordings. The significant benefits from this project. recordings and written samples were

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PASSAMAQUODDY TRIBE

M

Project Title: Passamaquoddy Language AINE Revitalization Implementation Project

Award Amount: $389,674

Type of Grant: Native Languages

Project Period: Sept. 2010 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT the Native language: people in the age group 60 and above had a retention rate of over 90  6 full-time equivalent jobs created percent, while the age group 30 to 50 years  25 Elders involved had a retention rate of only 30 percent. This reduction in language retention demonstrates  295 youth involved how the instructional approaches used for  $85,460 in resources leveraged the past two decades, while beneficial, were

 480 individuals trained not adequate to support long-term revitalization of the Passamaquoddy  11 partnerships formed language.  1 language survey developed PURPOSE AND OBJECTIVES  100 language surveys completed The purpose of this project was to create a  6 language teachers trained base for Passamaquoddy language curriculum by using the Passamaquoddy-  230 youth increased their ability to speak Maliseet Dictionary, published in 2008, as a a Native language source for recording fluent speakers. The  48 adults increased their ability to speak dictionary was the result of a 30-year effort a Native language to document the language and contains over 18,000 entries. BACKGROUND The Passamaquoddy Tribe is located in The project’s objective was to produce eastern Maine in the Tribal communities of sound files of all dictionary entries for use as Indian Township and Pleasant Point. The a Passamaquoddy language instruction tool. Tribe has a total of 3,369 members, about 50 Project staff recorded approximately 18,000 percent of who live off-reservation. words and an additional 12,000 sentences; over half of the word entries have one or In the fall of 2008, the Tribe conducted a two sample sentences and many entries have language survey to determine the status of two different people speaking the word. the Passamaquoddy language. Survey Project and Tribal staff are continuously results showed a significant decline in use of editing and adding to the database to ensure

2014 ACF Grantee Meeting - ANA Language Compendium 53

the highest quality product is available for language portal site. future generations to hear and learn the OUTCOMES AND COMMUNITY IMPACT language. The goal of the interactive portal was to use At least 20 speakers participated in technology to replicate the way Elders AINE recording sounds files. They often worked learned the language; the project director

M in teams to decide on the correct expressed that with this technology, the pronunciation and help each other before Tribe now is on strong footing for language recording. Some Elders were paired with preservation. Evaluations from language young adults so the younger speakers could classes and comments from the community help with the technological aspects and learn are positive regarding the portal site helping from the Elders. Project staff reported a people learn the structure of the language in high level of collaboration among the addition to vocabulary. The project

speakers and others who worked on the involved many people who generously gave

project to achieve accurate recordings; their time and knowledge, with tremendous including finding and agreeing upon new support and goodwill from the community. words not included in the original As a result, saving the language is a greater dictionary. As a matter of quality control, priority for the Tribe, and the web portal is the recordings were not available to the the most significant language resource they public until they had gone through a series have for the future generation to teach and of reviews: a linguist and a fluent Tribal learn Passamaquoddy. Elder listened to each file to ensure the recordings were high quality and the words Hearing the language has made youth feel were pronounced correctly. pride in being Passamaquoddy. Tribal members who know the language but do not Project staff worked with the University of speak it—those with “passive fluency”—are New Brunswick to create an interactive reminded of words they may have forgotten. language portal where the sound files were The site has far-reaching effects since uploaded. This website is free to the public, Passamaquoddy members who live away and includes all recordings produced from the reservations can access it, as well through the project, as well as a number of as an additional 8,000 Maliseet people in videos featuring fluent speakers discussing Maine and New Brunswick who use the Passamaquoddy history and culture. same language. Through the portal site Although part of a separate project, the people also can learn about Passamaquoddy videos supplement the sound recordings. A stories, philosophies, and beliefs as there is a language learner can use the site to search tremendous amount of cultural information for any word in Passamaquoddy or English, about the past and present Passamaquoddy and find an entry with the recorded word, an way of life in the videos. Increasing cultural example sentence, and a link to a video knowledge and language proficiency where the word is used in conversation. provides a connection to cultural and Tribal Teachers in the Tribal school already have identity for all community members. started using the site in fifth through eighth grade cl0asses. Project staff conducted “This is the legacy we will leave the language classes utilizing the portal with younger generation. [It] will go a long Tribal employees ages 30-50. Additionally, ways for them to teach their children.” project staff held trainings for nearly 500 community members on how to use the Donald Soctomah, Project Director

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WOPANAAK LANGUAGE AND CULTURAL WEETYOO, INC.

M

Project Title: Nuwôpanâôt8âm, I Speak ASSACHUSETTS Wampanoag

Award Amount: $541,607

Type of Grant: Native Languages

Project Period: Sept. 2010 – Sept. 2012

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT to 4,000 members across three Tribes: the Mashpee Wampanoag Tribe, the  3 full-time equivalent jobs created Wampanoag Tribe of Gay Head Aquinnah,  17 Elders involved and the Herring Pond Wampanoag Tribe.

 60 youth involved The three Tribes worked together to develop the Wôpanâak Language Reclamation  $87,563 in resources leveraged Project (WLRP), founded in 1993, to  36 individuals trained reintroduce use of the Wôpanâak language.

 37 partnerships formed Previous language efforts include Wôpanâak dictionaries, a grammatical framework, and  9 language teachers trained language classes. However, language  47 youth increased their ability to speak teachers always have been part-time a Native language volunteers, making it difficult to develop fluency among teachers and students.  63 adults increased their ability to speak According to the Tribe, the main challenge a Native language to successfully restoring Wôpanâak as the  3 people achieved fluency in a Native primary means of communication among language Wampanoag people is the lack of fluent qualified teachers. BACKGROUND Wôpanâak became the first Native PURPOSE AND OBJECTIVES American language to be used in the The purpose of this project was to use English-speaking New World as a means of master-apprentice (MA) methodology to written communication with an alphabetic train speakers to gain significant fluency in . As a result, the language the Wôpanâak language and become has the largest amount of written documents competent teachers. The first objective was of any Native language on the continent. to implement MA sessions for three However, by the 1860s it ceased to be apprentices. Each week the master speaker, spoken, and by 1900 the Wampanoag also the project director, assigned hours to Nation, once 69 Tribes strong, was reduced the apprentices in the following areas:

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planning activities, independent study, The MA program has nearly doubled the apprentice-to-apprentice interaction, non- apprentices’ fluency levels, and with the immersion instruction, and curriculum implementation of the teacher certification development. The apprentices completed a program, WLRP will continue training and total of 10,166 hours across the two project certifying language teachers. years. To measure language acquisition, The Tribal community is very supportive of independent evaluators utilized the the language program, and interest in American Council on the Teaching of WLRP’s language classes and camps greatly Foreign Languages scale of proficiency. increased as a result of the project. WLRP According to the master speaker, all currently conducts six ongoing language

apprentices started on the novice scale; now classes, and staff recounted that prior to the ASSACHUSETTS fluency levels range from intermediate-low project there lacked enough interest and M to advanced-mid. qualified teachers to hold that many classes.

The second objective was to implement All community meetings are now opened in preschool and kindergarten curriculum Wôpanâak, and language is used much more development training for the three in ceremonies than it was before as Tribal apprentices. Apprentices focused on members become more aware of the cultural creating material for content areas following meaning behind words. state curriculum guidelines, such as daily Furthermore, the youth who participated in routines, storytelling, family and history, new WLRP language programs are learning and basic health conversation. Curriculum Wôpanâak in a natural way, and show created during this project includes increased confidence and self-esteem as terminology and supporting activities on evidenced by greater participation in cultural ceremonies, traditional food ways, family nights. Many youth also are taking the structure, clothing, and ocean beings, as well initiative to share the language with family as grammar lessons and teaching members and others in the community. methodologies. WLRP conducted multiple focus groups and tested the curriculum with To continue these benefits, the Tribe six pre-school age students, for a total of 62 received a new ANA grant in FY12 for a 3- hours piloting the material. Apprentices year project to write a Wôpanâak language made adjustments to the curriculum and and culture curriculum for kindergarten produced 18 final units, or 9 months of through third grade, and to apply for a preschool and kindergarten curriculum. charter school. WLRP staff are hopeful this project has laid the foundation for Through this project, WLRP also developed establishing an immersion school that will and implemented a teacher certification instill confidence and pride in Native youth, process that determines the level at which and create a comfortable and encouraging language teachers can teach Wôpanâak. environment to further support language and WLRP certified nine language teachers cultural learning. during the project period. OUTCOMES AND COMMUNITY IMPACT “The participants [apprentices]…are all people I have known for years, and I have Through this project, WLRP developed never seen any of them so fluent. The three fluent speakers, improved the language immersion classes are clearly having a speaking abilities of over 100 people, and great impact.” went from having a few moderately qualified teachers to 10 certified teachers. Independent Language Evaluator

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HANNAHVILLE INDIAN COMMUNITY

M

Project Title: Ewikkendaswat ICHIGAN Ekenomagewat (They Will Learn To Teach): Language Teacher Training

Award Amount: $355,425

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT and culture teachers could benefit from additional training in classroom  3 full-time equivalent jobs created management, child development, and  4 Elders involved facilitating active student participation. While language and culture teachers have  164 youth involved in project implementation rich subject matter knowledge, many have never had formal training in education  $95,178 in resources leveraged theory. In addition, many teachers sought to

 7 partnerships formed improve Potawatomi proficiency.

 168 youth increased their ability to speak PURPOSE AND OBJECTIVES a Native language The project purpose and first objective was

 71 adults increased their ability to speak to launch a training program to build a Native language teachers’ knowledge of educational psychology and language teaching skills. BACKGROUND Project staff provided trainings to a core The Hannahville Indian Community is group of 11 people called the Language located in ’s Upper Peninsula, 15 Instructor Skills Training (LIST) group, miles west of the town of Escanaba. As of including four language and culture 2009, there were only 27 remaining fluent teachers, one teacher’s aide, and six speakers of the , and community members. The in-school 90 percent of them were age 60 or older. trainings occurred for a full day every 2 The Tribe is invested in revitalizing weeks during the school year, for all 3 years Potawatomi, and the kindergarten of the project. In the first half of each day, through12th grade Hannahville Indian education specialists from Northern School offers daily language classes and Michigan University provided training in regular culture classes. child development, creating lesson plans, and classroom management. The second In a review of school performance, school half of the day focused on language learning improvement monitors noted that language

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and connected the teachers to fluent 90 people the first year and 123 in the Potawatomi speakers through second. Events included: a Family Fun Day videoconferencing. of “Shi Shi Be” (Bingo), Family Feud, and Each summer, the LIST participants and word games using Potawatomi phrases; Potawatomi communities from across the Family Nature Day; sweat lodges for country convened for 3 weeks of language teachers and students; and a “bring your own darn bag” event using Potawatomi

ICHIGAN immersion, led by expert speakers with over

20 years of teaching experience; a total of vocabulary. M 120 people attended the immersion camps OUTCOMES AND COMMUNITY IMPACT during the project period. The immersion Through this project, Potawatomi Bands classes featured lessons in conversation, from across the country were able to work pronunciation, orthography, and grammar. and learn together, strengthening their

Bands from the U.S. and Canada, including connection. To bring back the language and

Forest County Potawatomi (), increase its use, Potawatomi communities Prairie Band Potawatomi (), Pokagon are sharing limited equipment and fluent and Gun Lake Potawatomi (Lower teachers, and discussing strategies for Michigan), and Citizen Potawatomi applying for joint language funding. (Oklahoma), joined the summer sessions in person. In addition to broadcasting The LIST participants expressed increased immersion classes to remote learners, the confidence in the classroom and pride in project coordinator also created an online their professional growth. As one teacher community forum, or “wiki,” for instructors said, “Now I know more about dealing with and participants to continue dialogue outside different skill levels at the same time.” the classroom. Reaching advanced proficiency in The second objective was to evaluate the Potawatomi used to be a challenge for many impact of teacher training on students’ teachers; as one participant said, prior to the language ability at the Hannahville Indian camp “we had the words, but it was like School. The project coordinator hired an trying to learn a song without a melody.” educational achievement evaluator who used According to LIST participants, the pre- and post-tests to measure students’ immersion setting boosted language individual growth in listening proficiency faster than non-immersion comprehension, conversational skill level, programs. and grammar knowledge. The results The development of the teacher training showed an average improvement of 10 program is timely; the Michigan State percent in comprehension for kindergarten th legislature passed a bill in 2010 that enables through 12 grade students, and gains in Tribally certified teachers to teach comprehension ranging from 20 to 40 Native language and culture classes in state percent for children in the kindergarten to 5- public schools while pursuing state year old age range. certification. This legislation opens doors The third objective was to hold for the five LIST participants who attained intergenerational events with immersion state or Tribal teaching certifications as a activities for the entire community, and result of the project. Now, they are able to provide an opportunity for LIST participants carry on the important work of Potawatomi to showcase new skills. Staff held eight language revitalization in schools across the events over 2 years, which were attended by state.

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DAKOTA WICOHAN

MINNESOTA

Project Title: Protecting Our Language

Award Amount: $62,135

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2010

Grantee Type: Native Nonprofit

Dakota dialect. PROJECT SNAPSHOT At the time of application submission, there  3 jobs created were 11 living first language speakers of  4 Native American consultants hired Eastern Dakota in . Dakota Wicohan has worked since 2001 to preserve  25 elders involved the language through a master/apprentice  11 youth involved language teacher program, family language

 $80,000 in resources leveraged nests, and networking and partnering with others working on language preservation.  3 individuals trained PURPOSE AND OBJECTIVES  19 partnerships formed The purpose of this project was to protect  38 youth increased their ability to speak the Eastern Dakota dialect of the Dakota a native language language by recording, transcribing, and  11 adults increased their ability to speak archiving video of the 11 remaining elder a native language speakers speaking the language. BACKGROUND The first objective of the project was to interview and record 100 percent of the Dakota Wicohan is a native nonprofit, remaining Dakota speakers. During the located in Minnesota, with a mission to course of the project period, three of the preserve the language and lifestyles of the speakers were not willing to participate in . The language, historically the recording; consequently eight of the known as Sioux, has three different dialects: original eleven speakers were interviewed the Lakota, the Western Dakota (or the and recorded during this project. The ), and the Eastern Dakota. The project staff interviewed and recorded an Eastern Dakota dialect is spoken by the additional 11 elders from the Dakota Dakota bands indigenous to the Minnesota communities, and though these elders were region: the , the Wahpekute, not fluent speakers, they provided the Sissteton, and the Wahpeton. Dakota information on the language history and Wicohan works to preserve the Eastern reasons for the loss of their language. The

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project staff recorded 23 hours of footage and use of information. during this project, including interviews of OUTCOMES AND COMMUNITY IMPACT first generation speakers who lost their fluency with second generation speakers, Through this project, Dakota Wicohan was Dakota conversations between elders, and able to preserve audio and video recordings conversations between elders and learners of of the last living first language speakers of the language. Some of the recordings can be the Eastern Dakota dialect. At the end of the viewed on the Dakota Wicohan website: project period, only seven of the 11 last www.dakotawicohan.com. speakers were still alive, demonstrating the urgency of the preservation efforts. While The second objective was to transcribe the the original intent of the project was to MINNESOTA recordings of the elder speakers. To record, transcribe, and archive interviews accomplish this objective, the project with the Eastern Dakota speakers, in the director and project coordinator were trained course of recording and speaking with the in transcription techniques from the elders about their language and language University of Minnesota loss, project staff gathered enough Department. Additional training was information to create a documentary DVD to provided by the Minnesota Historical tell the history of the language. Dakota Society. The project staff had a lengthy Wicohan received financial support from the discussion about whether the transcription Minnesota Historical Society to complete an should be word for word or whether it editing plan and thematic cataloguing of the should be a paraphrased version of the recordings for the historical DVD. The interview. Working with elders and the cataloguing will allow viewers to learn University of Minnesota and the Minnesota about the life ways, traditional thought and Historical Society, project staff decided to decision making of the Eastern Dakota transcribe a paraphrased version of the speaking people. interview rather than a verbatim transcription. Once the documentary is completed, Dakota Wicohan plans to distribute the DVD to the The third objective was to archive 100 Eastern Dakota communities and the percent of the original recordings. The University of Minnesota Dakota Language University of Minnesota and the Minnesota Department. The language department has Historical Society provided training for the requested the DVD so their students can interviewing, recording, transcribing, hear first speakers and accelerate their storage, and duplication of the recorded comprehension of Eastern Dakota. material. Based on the training, project staff decided to archive two different versions of “The oral history project has been a the project; an edited version would be complete success. And while the work provided to external sources, and Dakota expanded and evolved into something Wicohan would maintain the original copies. much bigger, we can feel good about Dakota Wicohan archived the footage in the amount of language that is accordance with oral history standards documented and thus protected.” learned from the University of Minnesota Teresa Peterson, Project Director and Minnesota Historical Society, such as abiding by the legal procedures for release

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FOND DU LAC BAND OF

MINNESOTA

Project Title: Anishinaabemowin Language Immersion Canoe Building (Wiigwaasi- Jiimaan) Project

Award Amount: $179,143

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2011

Grantee Type: Tribe

PROJECT SNAPSHOT remaining on the Fond du Lac Reservation. Tribal members expressed strong interest in  2 full-time equivalent jobs created increasing the number of speakers; in  5 Native American consultants hired response the tribe has created a formalized plan for language revitalization, including  145 elders involved language tables, curriculum, and a  650 youth involved repository at the Fond du Lac Cultural

 $40,175 in resources leveraged Center and Museum. The next step was to create a hands-on project where the  9 partnerships formed language could be used in an immersion  16 adults increased their ability to speak setting while performing traditional skills. a native language PURPOSE AND OBJECTIVES  36 youth increased their ability to speak The objective of this project was to plan and a native language conduct three canoe-building sessions held BACKGROUND entirely in the and share the experience of the project with the greater The Fond du Lac Band of Lake Superior Fond du Lac community. Each summer, the Chippewa has approximately 4,000 project director hosted an intensive three- members, with a 100,000-acre reservation in week camp on the grounds of the tribal northeastern Minnesota. About 1,500 tribal museum. The project had a total of 12 members live on the reservation, and around stipend participants, with four additional 2,400 live within a 25-mile radius. Due to full-time volunteers. Six stipend participants various historical factors that profoundly repeated all three years, and the others altered the seasonal, nomadic lifestyle of the completed one or two sessions. An average Chippewa, many tribal members lost touch of 420 visitors per year, from young Head with their native Ojibwe (also called Start classes to elders at the nearby ) culture and language. A community center, came to the project site language assessment survey conducted in to watch the canoe-building and learn 2001 found only four fluent Ojibwe speakers

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Ojibwe. An expert language instructor Project staff noticed growing levels of effort stayed on site and provided stipend and comfort over the course of the project; participants with one hour of organized in the second and third years, the focus Ojibwe instruction per day. Canoe-builders shifted to the language as people became and visitors engaged with the language familiar with the canoe-building process. through audio CDs that played Ojibwe OUTCOMES AND COMMUNITY IMPACT words during the sessions, and vocabulary that was visually posted in the canoe- This project made significant contributions building house. The project produced three to increased fluency, knowledge, and canoes, which Project Director Jeff Savage comfort using the Ojibwe language in the displayed at the tribal casino and various Fond du Lac community, while also giving MINNESOTA tribal gatherings. cultural arts skills to tribal members so they can be future teachers and mentors. Using In order to share the project with as many the idea that Anishinaabe traditions and community members as possible, Mr. values are woven into the language, Mr. Savage also created a full-color book Savage successfully engaged community describing the canoe-building process with members through canoe-building in order to pictures and Ojibwe words, including an preserve both language and cultural skills. audio CD with project vocabulary. He distributed the books and CDs to area While teaching project participants how to schools, tribal colleges, community centers, find materials for the birch-bark canoes, the and libraries, in addition to the project project director also worked extensively participants and visitors. The book also was with the tribal natural resources department the basis for a slideshow presentation, which to teach staff how to look for cultural Mr. Savage shared at community gatherings. resources, instilling an alternative perception of natural resource management. He To measure language proficiency, the incorporated cultural and traditional lessons project director and language instructor into all project activities in an effort to give developed evaluations, which all stipend a cultural context to the language. participants completed at the beginning and Additionally, educational entities such as the end of the camp. Five respondents stated Fond du Lac Tribal College now include the that they advanced from having no book and CD as part of their curricula, so knowledge to a beginner level, two became the wider native community is benefiting advanced beginners, three said they moved from these cultural resources as well. from beginner to intermediate, and two moved beyond intermediate, one of which “Intergenerational teaching and reached advanced. Based on his own participation provides the foundation for observations, as well as assessments by the our culture, and was a cornerstone of our language instructor, the project director project.” reported that the real gains were people Jeff Savage, Project and Museum Director becoming more comfortable using Ojibwe, since initially most participants were very reluctant to try speaking the language.

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LEECH LAKE BAND OF OJIBWE

MINNESOTA

Project Title: Niigaane Ojibwemowin Immersion Project

Award Amount: $416,730

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2011

Grantee Type: Tribe

improving students’ language skills and PROJECT SNAPSHOT academic performance. Niigaane operates as  5 full-time equivalent jobs created a program within the tribally-chartered Bug- O-Nay-Ge-Shig School and at the beginning  5 Native American consultants hired of this project served 18 students in  10 elders involved kindergarten through third grade. Continual

 40 youth involved assessments conducted by Niigaane staff throughout the school’s existence have  $600,139 in resources leveraged identified two critical issues: lack of  21 individuals trained effective teaching methods for delivering academic content in Ojibwe, and lack of  13 partnerships formed training opportunities for those wishing to  7 people achieved fluency in a native teach in an immersion setting and achieve language fluency in the Ojibwe language. BACKGROUND PURPOSE AND OBJECTIVES The Leech Lake Band of Ojibwe has 10,205 The purpose of this project was to enhance enrolled members, with over 4,000 members the immersion education of Niigaane living on the Leech Lake Reservation in students by providing opportunities for north-central Minnesota. The tribe’s teachers to produce curriculum, develop traditional language is Ojibwemowin, or teaching methods, and improve their own Ojibwe. A language assessment survey in Ojibwemowin proficiency. The first 2000 found that there were 96 fluent objective was to create relevant academic speakers on the reservation, but this number and cultural content for kindergarten has quickly diminished as elders pass on. through sixth grade, and identify effective Survey results also identified a strong desire teaching methods to deliver the content in among community members to preserve the Ojibwe. A curriculum team of Niigaane language and teach Ojibwemowin to youth. teachers and staff worked with consultants The Niigaane Ojibwemowin Immersion to develop materials for math, reading, and School was established in 2003 as part of the science. Recognizing that language must community’s efforts to revitalize the Ojibwe evolve to keep pace with new concepts and language and culture, with the goal of technologies, project staff also organized an

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elders roundtable that met quarterly to create evaluations to assess language proficiency, new Ojibwe vocabulary to meet needs but they are in the process of developing a identified by the teachers. Because the standardized assessment method for teachers are all second language learners, Niigaane. Academically, staff utilize their fluent elders helped keep content grounded own curriculum-based measurements to in Ojibwe culture by bringing a deeper evaluate students in addition to Minnesota understanding of traditional knowledge. state tests. Additionally, the school’s director worked OUTCOMES AND COMMUNITY IMPACT with elders, teachers, and a curriculum writer to develop an Ojibwe phrasebook. With the support of three very dedicated Staff continue to expand the phrasebook, teachers and a regular group of fluent elders, MINNESOTA and it has become an easily accessible Niigaane taught 19 students in kindergarten reference tool for the teachers. Using through sixth grade its first year, 27 its materials produced as part of this project, second, and 34 its third, reaching 40 youth the curriculum team also developed a throughout the project. Teachers reported database of lesson plans that is reviewed and that the master/apprentice program has been updated on a weekly basis. Teachers now very beneficial, and that this project has have a comprehensive catalogue of lessons provided new training opportunities for which include cultural teachings that those who wish to teach in an immersion correspond to state standards and are already setting and learn Ojibwe. Simply having in the Ojibwe language. people who are willing to speak Ojibwemowin with those who want to learn The second objective was for Niigaane contributes to the community’s sense of teachers to reach an advanced level of native identity, and helps develop the Ojibwemowin proficiency through the language skills of teachers and students. development of a master/apprentice program. School staff worked with elders As teachers and school staff gained and content specialists to create a training proficiency and comfort with the Ojibwe plan for teachers, with individual goals and language, they observed many positive training strategies. Niigaane’s director results for the students as well. The teachers, worked with elders to administer oral elders, and administrators reported increased proficiency interviews at the beginning, language proficiency in every child at the middle, and end of each school year to school, with three youth achieving fluency measure progress and inform training plans. at their grade level. Niigaane students also She paired each teacher with a fluent elder consistently met or exceeded the scores of to form master/apprentice teams that met as their English-speaking peers on state frequently as possible during the school academic tests. Elders and teachers reported year, with longer work sessions in the seeing greater respect, tolerance, patience, summer. As a result, one teacher reached and confidence in the students, who are advanced-high on the American Council on more connected to their native identity as a the Teaching of Foreign Languages result of their experiences at Niigaane. proficiency scale, and one progressed two levels to reach intermediate-low. “We are starting to see the possibilities of reclaiming and rebuilding the Ojibwe School staff also monitored students’ identity.” language and academic achievements Naabekwea Liberty, Niigaane Teacher annually. Teachers used subjective

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ALLIANCE OF EARLY CHILDHOOD PROFESSIONALS

M

Project Title: Wicoie Nandagikendan INNESOTA Urban Immersion Nests Project

Award Amount: $748,861

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Nonprofit

strategies to preserve the Native Dakota and PROJECT SNAPSHOT Ojibwe languages.  7 full-time equivalent jobs created In 2006, AECP created the Wicoie  12 Elders involved Nandagikendan Urban Indian Preschool Program in partnership with DOLRA. The  762 youth involved program provides an immersion language  $174,302 in resources leveraged learning experience for students in the

 23 individuals trained Minneapolis Public School system, and operates at three sites. Two are at the  17 partnerships formed Anishinabe Academy magnet school, where  52 youth increased their ability to speak AECP provides 540 hours of immersion per a Native language year. The third site is the Four Directions Center, where AECP provides 750 hours of  20 adults increased their ability to speak immersion per year. a Native language The program has a successful track record of BACKGROUND producing speakers and improving The Alliance of Early Childhood children’s overall academic performance; Professionals (AECP) is a statewide however, over the past few years, a dramatic nonprofit organization committed to increase in enrollment created a strain on improving wages and working conditions AECP’s resources. This project was created for early childhood professionals. Started in to help Wicoie successfully manage growth 1979, the organization advocates for while continuing to provide high quality professionals to ensure proper care and services. education for young children. The Alliance PURPOSE AND OBJECTIVES also is a founding member of the Dakota Ojibwe Language Revitalization Alliance The project purpose was to expand the (DOLRA), a network of Elders, educators, preschool program’s capacity to provide a first speakers, and language activists who challenging and stimulating learning work to develop resources and implement environment. AECP also aimed to secure

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long-term financial stability of the program. The third objective was to ensure the

The first objective was to expand teachers’ sustainability of the program. AECP made skills, and enhance classroom equipment progress in solidifying several funding and curriculum. Wicoie used a team- sources, including charging a nominal teaching model for immersion instruction: tuition fee to some parents, facilitating the classrooms at Anishinabe had two scholarships from local Tribes, enrolling on language speakers paired with a the online giving platform GiveMN.org, and

Minneapolis School System teacher, and the meeting with over 30 potential donors. The INNESOTA classroom at Four Directions had three project director also hired a marketing M language speakers. These speakers and consultant, who developed promotional teachers completed 120 hours of immersion- materials and the organization’s first annual based child development training each year report to distribute to parents, teachers, and to increase expertise in both Native potential donors.

languages and immersion teaching methods. OUTCOMES AND COMMUNITY IMPACT Wicoie also purchased interactive learning In 3 years, nearly 800 children, parents, and tools, such as a and a portable community members participated in the planetarium, to complement lessons in immersion program by attending class, environmental science and astronomy. Staff training, or immersion camps. In addition, developed curriculum for use in the 52 youth and 20 adults increased their planetarium based on Ojibwe and Dakota ability to speak Ojibwe and Dakota. Many traditional star knowledge. Project staff also parents witnessed an increase of language developed and translated 40 books, as well use in their children and themselves as six new learning games and six DVDs. attributed to Wicoie. As one parent shared, In addition to the classroom work, AECP “I probably would have left the Twin Cities held an annual immersion camp for students if it weren’t for this program.” Additionally, and adults. Over 140 students and 50 children in the program experienced a new community members attended the camps, sense of self-awareness and pride, improved and learned Dakota and Ojibwe language academic performance, and became more through hoop dancing, archery, storytelling, active participants in school. games, food tasting, drums, and dancing. The wider Ojibwe and Dakota community The camp was 3 weeks long in the first year, also has a renewed sense of pride and hope and 1 week in the second and third years. as they see children speaking their Native The second objective was to increase language. As one teacher said, “If we parental and community involvement in the revitalize our language, we revitalize our immersion school by engaging them in people.” Another participant believes the language activities. These strategies language contains an oral history of his included games, bingo, seasonal people: “The language tells us who we are, feasts, and family nights. At family nights, where we came from, and if we’re lucky, parents were given tools to incorporate what where we are going.” students were learning in the classroom into AECP will continue the preschool life at home, such as vocabulary lists and immersion program, and work with DOLRA labels for household items. Several parents to plan a new kindergarten through third also attended immersion weekend camps in grade immersion charter school to open in Dakota and Ojibwe, where participants Minneapolis within the next few years. spoke the languages for 14 hours each day.

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GREATER MINNEAPOLIS COUNCIL OF CHURCHES

M

Project Title: First Language Project INNESOTA

Award Amount: $381,155

Type of Grant: Native Languages

Project Period:

Sept. 2009 – Sept. 2012

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT offers an after-school Youth Leadership Development Program, which works with  3 full-time equivalent jobs created youth from the urban Indian communities of  11 Native American consultants hired Powderhorn and Phillips in Minneapolis. Stemming from the circumstances and poor  40 Elders involved conditions in which their parents and  325 youth involved grandparents arrived to the area, Native

 $28,545 in resources leveraged youth are much more likely than their non- Native counterparts to be involved with  4 partnerships formed child protective services, the juvenile court  212 youth increased their ability to speak system, or to engage in high risk behaviors. a Native language At the same time, these youth are detached from Native culture and their ancestral  9 adults increased their ability to speak a language. Native language Recognizing these risks, DIW saw the need BACKGROUND for programs that create a strong sense of The Division of Indian Work (DIW), part of self and cultural identity using language. the Greater Minneapolis Council of DIW conducted a survey of families which Churches, was founded in 1952 in response revealed support for after-school language to an influx of Native American families to programs for youth beyond second grade, the Minneapolis area as a result of yet none existed in Minneapolis. government relocation programs. These PURPOSE AND OBJECTIVES families arrived facing a lack of affordable housing, employment opportunities, and The purpose of the First Language Project culturally appropriate social services. was to provide culturally-relevant, intergenerational Ojibwe language DIW works to fill these gaps with the instruction as a part of after-school and mission of “empowering American Indian summer activities for youth ages 7-17. The people through culturally-based education, project’s objective was to provide counseling, advocacy, and leadership experiential language instruction in development.” As part of its work, DIW

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beginning and intermediate conversational sweats on their own. To overcome this Ojibwe to 300 youth through cultural and challenge, project staff educated all students recreational activities. These activities about sweat lodge ceremonies, including the included language sessions, seasonal family use of medicines and Native language in the feasts, and sweat lodge ceremonies. ceremony. Additionally, 26 percent of the Since no appropriate language curriculum youth attended at least one sweat. existed, language consultants and project OUTCOMES AND COMMUNITY IMPACT staff developed and integrated a curriculum INNESOTA The project provided increased learning into DIW’s existing after-school activities. opportunities for some of the Minneapolis M The three-level curriculum covers common Public Schools district’s most at-risk phrases, vocabulary on traditional items, and students. The district also gained a new grammar patterns. Project staff also Native language curriculum and learning developed teaching aids and materials such model for students in grades 2-12. Further, as pictures, vocabulary cards, and games to the curriculum lessons and materials will supplement the curriculum. inform a Dakota and Ojibwe K-3 immersion For example, one type of teaching tool that program for a newly-authorized Minneapolis became very popular were wrist bracelets, chartered public school in 2014. DIW also given to students as they progressed in earned a grant from the Minnesota Indian language learning. These specially-made Affairs Council to continue the First bracelets contained words or phrases in Language Project. Ojibwe, and students earned a bracelet for Furthermore, the youth who participated in learning the word or phrase and this project exceeded many benchmarks for demonstrating its use. In total, 212 students language learning. Ninety-three percent built their language skills through learned to fully introduce themselves with completion of the after-school and summer their name, Indian name, clan, and where programs. they are from, a 24 percent increase over In addition to the language classes, many original projections. At the beginning of the youth participated through social events, project, a large number of students did not such as seasonal family feasts. After know their clan and had to learn to say in gaining popularity through networking with Ojibwe, “I’m still searching for my clan.” other organizations and word of mouth, the By the project’s end, most learned their clan feasts became a huge success; 300 family and developed a deeper connection to the members attended the four feasts held in the tribe in the process, fostering a stronger project’s final year. DIW served traditional sense of self. food, and youth who participated in the The impact on the students as a result of Ojibwe language program were invited to cultural events was significant as well. say the prayer for the food in Ojibwe; six Many youth participated in traditional students stepped forward with no hesitation dances for the first time. According to the and started the prayer. project’s language coordinator, many youth One of the most challenging—yet see committing a crime as a rite of passage, impactful—parts of the project was but the sweats became a healthy alternative. educating and providing an experience of Many of the boys who participated left sweat lodge ceremonies. It was difficult to feeling they “became a man,” and youth find youth to participate and people to host reported a stronger connection to cultural sweats; many families preferred to perform identity.

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FORT BELKNAP COLLEGE

MONTA

Project Title: White Clay Language Immersion School Expansion Project

Award Amount:

$603,550 NA

Type of Grant: Native Languages

Project Period: Sept. 2007 – Sept. 2010

Grantee Type: Native Nonprofit

in White Clay, several either have moved to PROJECT SNAPSHOT rest homes off the reservation or have  4 jobs created become homebound due to health problems. Thus, the number of fluent elders able to  $10,255 in resources leveraged teach the White Clay language to younger  9 partnerships formed generations is declining rapidly.  7 elders involved The Tribe’s plan for language revitalization

 12 youth involved identified intensive instruction for the tribe's children as the most viable course of action.  9 people achieved fluency in a native In 2004, Fort Belknap College established language the White Clay Language Immersion  185 native language classes held School. Since then, the school has offered all-day instruction in a full range of  2 language teachers trained academic subjects to children between seven  1 language curriculum developed and 10 years old. Instruction takes place in a total immersion setting, where all teaching BACKGROUND and learning is embedded in an educational Fort Belknap College is a tribally-run context that celebrates tribal history, culture community college located on the Fort and language. Belknap Indian Reservation in north central . Fort Belknap is the home of the PURPOSE AND OBJECTIVES (White Clay) and The project’s purpose was to produce young (Nakoda) Tribes. White Clay language speakers, building on A March 2007 community survey counted the initial success of the White Clay fewer than 25 fluent White Clay speakers Language Immersion School. The first alive today, and most were 65 years of age objective was to hire and train two language or older. In the past four years, the number teachers and one teacher’s aide, develop an of White Clay language speakers between advisory council to advise on curriculum, the ages of 61 and 100 has decreased by 50 and develop curriculum and training percent. Among the remaining elders fluent materials. Project staff succeeded in

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developing the advisory council, hiring and OUTCOMES AND COMMUNITY IMPACT training the teachers and teacher’s aide, and

According to project staff members, the establishing a curriculum. The teachers most important indicator of project success received formal instruction from the White was the increased level of White Clay Clay linguists and elders, who were part of fluency achieved by the core group of nine an advisory council to review all material. students matriculating from fifth through During the project’s three years, the sixth grade. Additionally, beyond the youth advisory council provided feedback and the at the immersion school, three other team prepared 10 interdisciplinary speakers greatly increased their ability to

MONTANA curriculum modules, produced a White Clay speak the language, achieving fluency in the grammar manual, 12 interactive language language by utilizing materials developed by CDs, and nine 10-minute instructional the project. Another important indicator of documentary films covering topics such as success was the increased capacity of the the resurgence of White Clay language, immersion school, through teacher training culture, and traditional dance. and materials developed, to deliver high- The second objective, occurring in the quality instruction to community youth. The second year of the project, was for 12 interactive, accessible language resources students to complete fifth grade successfully produced by this project, particularly those at the White Clay Language Immersion utilizing diverse media forms, provide a School and demonstrate comprehensive means by which White Clay instructors can fluency in speaking the White Clay reach younger audiences effectively. These language. At the end of the year, all 12 materials have solidified the Immersion received a “satisfactory” or higher score on School’s curriculum and established the progress reports evaluating language school as a model for other tribes interested proficiency, personal-cultural identity, and in implementing a similar school. cognitive development. All 12 Student presentations for tribal members, demonstrated increased fluency in the White Head Start students, and the larger Clay language on end-of-year exams. community inspired enthusiasm and support The project’s third objective, completed in for White Clay language revitalization the third year of the project, was for nine efforts within the Fort Belknap community. students to complete the sixth grade Recognizing the value of language successfully at the White Clay Immersion preservation, several community members, School and demonstrate fluency in the including elders and social services White Clay language. All of the nine professionals, volunteered to support the immersion students received scores of school. Judging by the impressive fluency "satisfactory" or higher on their quarterly gains of White Clay Immersion School reports, and 100 percent also received scores pupils, the greater availability of language of "very good" on their year-end language learning resources at the school, and the proficiency exams. Four interactive high level of community support for instructional language CDs and four 10- language preservation and revitalization, the minute documentary films were produced Fort Belknap community is in a good during the third year. In addition, the position to guide younger generations in project director and a language consultant learning and sharing the White Clay collaborated to produce a finalized White language. Clay Grammar Manual during the third year.

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STONE CHILD COLLEGE

MONTANA

Project Title: SCC Language Nest Planning Project

Award Amount: $139,626

Type of Grant: Native Languages

Project Period: Sept. 2008 – Dec. 2010

Grantee Type: Tribal College

PROJECT SNAPSHOT Cree people created the unique tribe now known as the Tribe of the  2 jobs created Rocky Boy’s Indian Reservation. The  2 Native American consultants hired present size of the reservation is 121,957 acres, and the tribe has 5,850 members.  28 elders involved According to project planners at Stone Child  $18,934 in resources leveraged College, the is in steep  10 partnerships formed decline on the Rocky Boy’s Indian

 1 language nest curriculum developed Reservation. The latest update on the status of the language, provided to the Chippewa BACKGROUND Cree Business Committee in October 2006 The Rocky Boy’s Indian Reservation was showed that approximately 14 percent of established by Act of Congress in 1916. reservation residents were fluent speakers of The reservation’s unusual name is derived Cree; 24 percent could understand but not from the leader of a band of Chippewa speak Cree; and the remaining 62 percent Indians. Translated from the Chippewa could not understand or speak the language. language, the name of the leader means Of the fluent Cree speakers surveyed, 63 “Stone Child,” however, the name was percent were 56 years of age or older, 24 mistranslated into English as “Rocky Boy.” percent were 31 to 55, 8 percent were 19 to Chief Stone Child’s people were among a 30, 3 percent were 11 to 18, and 1 percent number of Chippewa Indians whose were 10 or below. There has been a 75 ancestral home was in the Great Lakes percent reduction in fluent Cree speakers Region, but migrated to the northern plains from 1950 to present, and the percentage of of Montana and . Chief Little non-speakers has increased from 10 to 86 Bear, who led a band of Canadian Cree, also percent. settled on the Rocky Boy’s Indian PURPOSE AND OBJECTIVES Reservation with Chief Stone Child’s band of Chippewas. The project’s purpose was to develop a Cree Language Nest Immersion Program for Intermarriage between the Chippewa and infants and toddlers to promote fluency in

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the Cree language and address the decline in language, and pre- and post-tests. Cree speakers. The project’s first objective

To generate interest among the children’s was to plan and design a comprehensive parents, outreach materials were developed Cree Language Nest operating plan. First, and disseminated throughout the two staff visited the Blackfeet and Salish community. At the conclusion of the Kootenai Tribes to observe their language project, the language nest program began nests. Next, project staff considered and taking applications. decided where to house the program, put in place a staffing plan utilizing the college’s OUTCOMES AND COMMUNITY IMPACT certified elder and fluent Cree teachers, and MONTANA Via the master plan and curricula created by began collaboration with the reservation’s this project, the tribe improved its capacity Head Start and Early Head Start programs. to provide language nest training to young Through these efforts, the project team tribal members. The language nest developed a final operating master plan curriculum created by the project team is including partnering agreements, a testing age-appropriate, culturally-specific, user- regimen, and a plan for creating the friendly, and includes a wide range of curriculum. interesting, enjoyable activities to enable The second objective was to plan and design tribal children to learn the Cree language. an age-appropriate Cree language nest The immersion school will be centrally teaching curriculum for infants and toddlers located in the community, making it ages birth to three years, and to disseminate accessible for any child whose parents wish project media materials. To complete this for him/her to learn Cree. According to objective, the project director hired two project staff, educating and involving elder consultants, who assisted in parents already has fostered significant developing the curriculum. Divided into community interest and planted the seeds for three components, the curriculum was the long-term sustainability of the language focused on three distinct age groups: zero to nest program. Through this project, the nine months, eight to 18 months, and 16 to project staff stated, the Chippewa Cree Tribe 36 months. For each age group, the has taken a significant step toward consultants developed lesson plans, revitalization and preservation of the Cree including age and culturally-appropriate Language. lullabies, songs, and stories in the Cree

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NKWUSM

MONTANA Project Title: Salish Language Academic Curriculum Development

Award Amount: $720,640

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2011

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT language and culture. Most of Nkwusm’s curriculum is taught in Salish. In 2008, the  7 full-time equivalent jobs created school provided 39 students an average of  6 elders involved 1,200 hours per year of instruction through the Salish language. Prior to this project,  27 youth involved between 2002 and 2008, the school had  $132,885 in resources leveraged succeeded in creating 10 highly proficient

 58 individuals trained speakers of the language.

 14 partnerships formed PURPOSE AND OBJECTIVES

 27 youth increased their ability to speak The project’s purpose was to enhance school a native language instruction by creating teaching and learning materials, guides, and assessment tools  21 adults increased their ability to speak facilitating a more effective, sequenced, and a native language systematic kindergarten through eighth BACKGROUND grade course of study. The first objective was to create a nine-level, culturally relevant In 2002, the 501(c)(3) nonprofit Nkwusm curriculum guide in Salish language arts, Salish Language Revitalization Institute mathematics, and science, and to develop opened a language survival school in Arlee, high quality teaching and learning materials Montana, on the Flathead Reservation. The for primary level students. To accomplish reservation is home to the 7,500 member this, the Nkwusm executive director created Confederated Tribes of the Salish and a curriculum department, comprised of a Kootenai, including 60 fluent, first language curriculum director and five curriculum speakers of the Salish Pend D’Oreille specialists, who worked for three years with dialect. Between 2002 and 2011, over 30 three fluent language specialists and three fluent speakers passed away. Nkwusm teachers to create nine levels of Nkwusm provides a complete education in kindergarten through eighth grade the Salish language, mathematics, science, curriculum in four disciplines: Salish and social studies, and is dedicated to the language, mathematics, science, and social promotion and preservation of the Salish studies. The end product, the 128-page

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“Changing Seasons Curriculum,” elucidated CAL consultants provided SOPA training Nkwusm principles, values, and beliefs; for 15 Nkwusm staff members. After described the Nkwusm language immersion completing the training, staff began to test model; and outlined standards and the tasks with students, eventually benchmarks for each grade level. The integrating this process into the curriculum. department produced five lessons with In addition to developing curricula, instructional aides for each curriculum level materials, and language assessment tools, in each subject. Moreover, with help from the Nkwusm team made efforts to share its with six local artists and several community expertise with the reservation community, members and story tellers, the team wrote or MONTANA providing 43 teachers from reservation assembled 25 professionally published school districts with training in Salish primary level children's books, all in Salish, language teaching methodologies and Total with illustrations and pictures. Physical Response storytelling. The second objective was to create a Salish OUTCOMES AND COMMUNITY IMPACT fluency level assessment instrument to gauge student mastery of oral fluency, The project enabled the Nkwusm team to grammar, vocabulary, and listening develop an academic curriculum and Salish comprehension, and to provide an evaluative language fluency assessment standards, measure of instruction. To achieve this, create a significant number of high quality Nkwusm’s executive director formed a books and learning materials, and train staff partnership with the Center for Applied and others in teaching and assessment. New (CAL), a nationally-recognized materials include 25 published books and , DC-based nonprofit dozens of unpublished books utilizing Salish organization that provides wide ranging stories, contemporary tales, and services, information, and resources related original stories written by team members. to language and culture. The books are already being used by teachers and youth at each curriculum level. Using the American Council on the Teaching of Foreign Languages (ACTFL) According to curriculum specialist Chaney English fluency assessment standards as a Bell, the new curriculum is already guide, CAL consultants worked with benefitting Nkwusm: “The curriculum Nkwusm staff to develop an oral proficiency benchmarks for each subject at each grade rating scale for the Salish language. The level serve as a useful tool, enabling Nkwusm/CAL team created the scale by teachers to ensure that kids learn the Salish inserting Salish language structures and language and life ways while ensuring that functions into ACTFL’s structured rubric generally accepted academic standards are and modifying it to include features unique met.” Executive Director Tachini Pete stated to the Salish language. After creating the the new language proficiency assessment assessment standards, the team, using standards were also having an immediate CAL’s Student Oral Proficiency Assessment impact: “The standards and SOPA tasks (SOPA) instrument as a template, created a have helped us see what is lacking in our set of language usage tasks to assess student current program of instruction, pointing out knowledge and skill in Salish. The tool they what we know and what we don't know. We developed enabled Nkwusm staff to evaluate now know what gaps we have to fill in our the extent to which students can use key teaching and learning, and we can modify Salish grammatical structures, speak with what we're doing to more effectively and fluency, and understand vocabulary. Next, efficiently encourage language development.

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PIEGAN INSTITUTE, INC.

MONTANA

Project Title: Nizipuhwahsin Blackfeet Immersion Program

Award Amount: $599,068

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2011

Grantee Type: Native Nonprofit

School. The Nizipuhwahsin School has 25 PROJECT SNAPSHOT students in kindergarten through eighth  4 full-time equivalent jobs created grade. Since 1995, when the school opened, 102 students have graduated. Almost all of  40 elders involved these students have demonstrated success at  24 youth involved higher levels of education, becoming the

 5 individuals trained best students in their high schools, regularly going on to college, and having careers in  4 partnerships formed business, the military, and other endeavors.  3 language teachers trained This is in stark to the majority of youth on the Blackfeet Reservation, 65  25 youth increased their ability to speak percent of whom do not even graduate from a native language high school.  10 adults increased their ability to speak PURPOSE AND OBJECTIVES a native language The purpose of the project was to increase  12 people achieved fluency in a native the number of fluent, proficient Blackfeet language speakers, and to build the capacity of BACKGROUND Nizipuhwahsin immersion program staff to The Piegan Institute, founded in 1987, is a provide ongoing instruction using a 501(c)(3) nonprofit organization located in Blackfeet language medium. Browning, Montana, created to research, The first objective was to train at least three promote, and preserve the language of the prospective teachers to be fluent in the . Of the Blackfeet Nation’s Blackfeet language and able to teach 15,743 people, only 20 are fluent speakers, kindergarten through eighth grade most of whom are over 70 years of age. immersion classes. In year one, the school’s Between 1996 and 2008, Piegan Institute master teacher and executive director programs succeeded in creating 13 worked together to train an apprentice proficient Blackfoot speakers, all children in teacher in Blackfeet and in language Piegan’s Cutswood or Nizipuhwahsin teaching methodologies, particularly in active language techniques such as Total

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Physical Response. The apprentice learned community. by observing experienced teachers, teaching OUTCOMES AND COMMUNITY IMPACT in teams and alone, developing curricula and lesson plans, creating language teaching During the project period, senior teachers materials, assessing student learning, and and the Piegan Institute’s executive director performing other functions required of were able to prepare three new instructors Nizipuhwahsin teachers. In years two and for the rigors of teaching at the three, Nizipuhwahsin staff and two new Nizipuhwahsin School, facilitating within apprentices repeated the process, resulting in them a strong understanding of the

MONTANA two more apprentices learning the Blackfoot and how to teach using language and being prepared to teach in an immersion techniques. Two of these immersion setting. The new teachers learned teachers currently work at the school, not only how to teach the language, but also providing students with the tools to use their how to teach other subjects, such as math, language and to succeed in society at large. science, and social studies, using both Ten students developed a deep Blackfoot and English as media for conversational proficiency in the Blackfoot instruction. During the project, two language, and each of the school’s students, experienced teachers also received at least 25 in three years, significantly Blackfoot language training, improving their improved their ability to speak the language. ability to use and teach the language. According to project staff, the Cutswood The second objective was to graduate 12 youth are very respected by tribal members, children from the Nizipuhwashin program and are often utilized to deliver opening with high level conversational Blackfeet prayers at ceremonies, weddings, and language speaking skills, placing special funerals. These students are expected by emphasis on seventh and eighth grade tribal members to be the main carriers of the students. To accomplish this, teachers and language into the distant future. “We are apprentices used a 60-lesson linguistics- trying to produce fluent speakers in small based language curriculum developed in chunks – maybe four or five a year,” said partnership with the University of Montana Darrell Kipp, Piegan Institute Executive to teach the school’s older youth. Because Director, “and if we can do this over an the class sizes at Nizipuhwashin are very extended period of time, we’ll be able to small, teachers were able to access create a community of speakers who will be understanding and proficiency on an able to use the Blackfoot language long into ongoing basis with each student, moving the future.” ahead based on how effectively students mastered the material and how well they “Our most important focus, above all were able to converse with teachers and other things, is to teach the language to elder speakers. Additionally, students were the kids, to keep the Blackfoot language given various opportunities each year to use alive. We try to remember that and to the language outside of school, including at incorporate it into everything we do.” traditional tribal and community Darrell Kipp, Piegan Institute ceremonies. These events enabled them to Executive Director share what they had learned and to celebrate their Blackfeet heritage with the larger

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RENO SPARKS INDIAN COLONY

NEVADA

Project Title: Reno Sparks Indian Colony Native Language Teacher Project

Award Amount: $88,553

Type of Grant: Native Languages

Project Period: Sept. 2009 – Dec. 2010

Grantee Type: Tribe

school, elementary, or middle school PROJECT SNAPSHOT students. A long-term, community goal of  1 job created the Colony is to train teachers from the community to teach the native languages on  6 Native American consultants hired an introductory level to pre-school,  5 elders involved elementary, and middle school students.  1 youth involved Prior to implementing this project, the

 $737 in resources leveraged project staff identified two unmet needs in the community: 1) the lack of a mechanism  4 partnerships formed for increasing the number of native language BACKGROUND instructors; and 2) the lack of native teachers for children and youth. Reno-Sparks Indian Colony is a federally recognized tribe of just over 1,000 enrolled PURPOSE AND OBJECTIVES tribal members with a land base in The purpose of this project was to identify downtown Reno, Nevada, and a larger how to train local community members to reservation in Hungry Valley, about 18 become teachers of the native languages. miles outside of Reno. Three languages are This was accomplished through two spoken on the Colony: Washeshu (or objectives over a 15-month project period. Washoe), Newe (or ), and Numu (or Paiute). Numu and Newe are both part The first objective of the project was to of the Uto-Aztecan language family while research at least eight successful native Washeshu is part of the Hokaltecan language teacher training programs language family. throughout Indian Country. Over the course of the project period, the project coordinator In 2009, there were 77 students of at least visited the Northwest Indian Languages one of the three languages on the Colony. Institute at the University of Oregon, the Students learn the language through high Oneida Tribe of Wisconsin Language school classes, community classes, and program, and the Halau Wanana Indigenous language classes for employees of the tribe, Center for Higher Learning in Waimea, but there is no language training for pre- Hawaii. The project coordinator and

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members of the community also visited the languages in the community and is designed Umatilla Confederated Tribes in Pendleton, to increase the overall number of Washeshu, Oregon. The key lessons learned from these Newe, or Numu teachers. The template site visits included: a culturally-based details a five-week intensive program that language learning experience is necessary; covers five core topics: native language stressing relevance to the learners; immersion teacher training; second language immersion programs are a priority; acquisition for adult learners; second documentation is essential; and creative use language acquisition for child learners;

NEVADA of non-written teaching methods such as language assessment tools; and curriculum total physical response, accelerated second development. In addition, the template language acquisition, and immersion are provides a budget for implementing the effective teaching methods for second teacher training, criteria for selecting teacher language acquisition. trainees and language mentors, an The second objective was to involve the accountability and coordination framework that details the roles and responsibilities of community in the design and planning of a teacher training program. To accomplish the Reno-Sparks Indian Colony Tribal this objective, the Colony and project staff Council, language and cultural program created a five-member language committee staff, language committee, and community called the Community Advocates for members. Language Preservation and Revival. This OUTCOMES AND COMMUNITY IMPACT language committee, made up of youth, Through this project, Reno-Sparks Indian elders, and community members with Colony created a plan to create more native experience in language teaching and language instructors. The plan provides the learning, discussed and worked to reach framework for the tribe to implement a resolution on questions common in native teacher training program in the community. language programs. Such questions included whether teacher certification or While the Reno-Sparks Indian Colony has other accreditation by external sources not secured funding yet to implement the should be included, and whether the training teacher training program, project staff program also should include a focus on the believe the plan developed through this academic linguistics and academic project places the Colony in a stronger documentation of the languages. The position to secure future funding. language committee also was trained in teaching methodologies.. The third objective was to create a curricula “The language committee is energized template for training the local native and optimistic about the potential the language teachers. The grantee received a teacher training program holds for three-month extension to finish this task and their communities in the future.” the curricula template was created by the Debra Harry, Project Coordinator end of the extended project period. The template can be used for each of the three

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INDIGENOUS LANGUAGE INSTITUTE

N

Project Title: Native Language Self- EW MEXICO Study Curriculum

Award Amount: $134,128

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2010

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT regarding challenges experienced by existing Native American language classes;  1 job created classes tended to start and passion would  3 Native American consultants hired fade, then classes would disband. According to project staff, many  4 elders involved communities in the region wanted a way to  6 youth involved allow self-study for a variety of languages.

 $33,250 in resources leveraged Inquiries also came from people who were living away from their communities and had  9 individuals trained no resources to learn their native language.  9 partnerships formed PURPOSE AND OBJECTIVES  1 language teacher trained The purpose of this project was to develop  16 native language classes held and pilot a self-study curriculum to provide language knowledge, skills, and tools, and  5 youth increased their ability to speak a contribute to the language revitalization native language efforts of a pilot community.  1 adult increased her ability to speak a The first objective was to develop and native language implement a self-study pilot language BACKGROUND curriculum, which a cohort of students The Indigenous Language Institute (ILI) was would use to achieve beginner level established in Santa Fe, in proficiency. ILI project administrators 1992 as the Institute for the Preservation of selected the language for the pilot Original Languages of the Americas. ILI is curriculum and formed a critical partnership dedicated to indigenous language learning with Santa Fe Preparatory School, which research, the development of language agreed to incorporate the curriculum into its materials, and the dissemination of effective larger program of study. Project staff language learning methods. selected Santa Fe Prep in part because it is in compliance with New Mexico language This project was based on input from several testing standards. Six high school students native communities in the Santa Fe area initially comprised the core language learner

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group. The students were self-selected; under the tutelage of Ms. Laura Jagles, an

however, the course was open to all Native existing Santa Fe Prep teacher. Students

American students at the school. earned class credit for involvement in the The project director devised the self-study course and were tested using the ILI testing curriculum with input from the student standard (adapted for the self-study guide). learners and teacher. Project staff promoted Of the five students who completed the the project through conferences, e- program, four achieved beginner's newsletters, brochures, ILI’s website, and proficiency and one exceeded this level. word of mouth. The curriculum was a Students showcased their new proficiency structured 'self-study' that put the onus on by presenting a skit to a community the students to pursue language learning. In audience of 30 people at the end of the curriculum. In addition to learning their NEW MEXICO NEW order to facilitate this process, project staff incorporated the use of iPod Touch and native language, students expressed an digital video cameras into the curriculum. enhanced sense of cultural identity; one student remarked “By learning our language, This technology engaged the learners and enabled audio/video recordings of the now we can be Indian all the time.” language lessons to save what was learned Project staff and participants produced and created. Project staff implemented 12 numerous materials during lesson plans over 16 weeks. Lesson subject the course of the project, including a matter consisted predominantly of greetings, professionally edited video, three instruction mealtime conversations, school-based manuals, a skit, a set of instructive photos, vocabulary, and everyday conversation. and numerous reports and lesson plans. The second objective was for ILI to ensure Administrators at Santa Fe Prep plan to that at least two sites would be willing to continue teaching Tewa and utilizing incorporate the self-study curriculum into elements of the self-study curriculum. their larger programs. To accomplish this, Although ILI was not able to secure the project staff communicated with numerous participation of a second site for the schools in the area to describe the program, curriculum, several other schools expressed explain its benefits, and solicit participation. considerable interest and program staff is Although Santa Fe Prep was the only site optimistic that the curriculum will be that adopted the program during the project adopted elsewhere. period, several other schools expressed interest in implementing it in the near future. “We learn the language to know more about who we are as a people.” OUTCOMES AND COMMUNITY IMPACT - Ms. Laura Jagles, Tewa Self-Study Six students started and five ultimately Curriculum Tutor completed the Tewa self-study curriculum

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PUEBLO OF ISLETA

NEW MEXICO Project Title: Developing a Department of Language and Cultural Preservation

Award Amount: $304,000

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT uncoordinated efforts of multiple tribal entities (traditional leaders, political leaders,  1 job created and tribal educational entities) that had been  4 Native American consultants hired acting independently of each other in their efforts to maintain Tiwa’s vitality.  25 elders involved PURPOSE AND OBJECTIVES  150 youth involved The purpose of this project was to unify  $65,000 in resources leveraged disjointed tribal efforts toward language  4 individuals trained revitalization by developing a centralized

 8 partnerships formed Department of Language and Cultural Preservation. To accomplish this, project  3 language teachers trained staff furnished and equipped the  5 language teachers certified departmental office; hired a department director; established partnerships with other  920 native language classes held New Mexico tribes with functional language  55 youth increased their ability to speak programs for the purpose of operational a native language support and guidance; built community support by increasing tribal members’  40 adults increased their ability to speak a native language involvement in language revitalization; and integrated language components into BACKGROUND existing tribal programs. The Pueblo of Isleta is located in central The first objective of the project was to New Mexico, 15 miles south of develop and review tribal language policies. Albuquerque. Tiwa is the native language Project staff successfully developed a tribal of the tribe, and although many tribal language policy manual in year one and members still speak it, its use has declined reviewed it in year two. The manual in recent years. According to project staff, covered topics such as: what should be this decline is partially attributable to taught, how to for classes, who

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could apply for teacher certification, and to achieve important results. The tribe now how prospective teachers could appeal if has a formal language policy manual, a

denied certification. certification process for teachers, and a set The second objective of the project was to of standard operating procedures by which it design and review a teacher certification can effectively and efficiently direct its program. To accomplish this, staff language preservation and revitalization developed a program requiring Tiwa efforts. teachers to demonstrate an acceptable Prior to the project, only four to six tribal degree of proficiency in language and members were active in language classes; by culture, curriculum development, and the end of the project 30 tribal members classroom management. Teacher job were actively enrolled, and project staff

descriptions were amended to require the expressed confidence that this trend would NEW MEXICO NEW ability to speak (or willingness to learn to continue. Tiwa language classes now are speak) Tiwa. This certification program was taught on the pueblo, in its school system, implemented in year two of the project and and at an Albuquerque charter school included an appeal process for those denied attended by Isleta students. The tribe has certification. Additionally, tribal formalized its relationship with this charter administrators signed a memorandum of school through an MOA, ensuring that Isleta agreement (MOA) with the State of New students (and only Isleta students) at the Mexico, which provides formal recognition school will have access to ongoing Tiwa of the tribe's language teacher certification language instruction. Tiwa language process. Once certified, teachers could components now are being incorporated into teach anywhere in the State of New Mexico. other tribal programs to a significantly The third objective was to improve students’ greater degree than before the department ability to learn Tiwa. Project staff achieved was created. this by developing age-appropriate curricula Project staff members stated that by and instructional language materials for pre- centralizing and formalizing their language school, elementary school, and adult classes. policies, they have given greater cohesion to The project team developed PowerPoint the formerly disjointed language presentations and graphic animations to maintenance and revitalization efforts taking integrate into course materials to engage place prior to this project. They expressed a learners more effectively with a visual very strong sense of pride in what they were element. A general curriculum was created able to accomplish, and a distinct feeling of for adult classes as well. Because Tiwa is optimism about the overall health of the primarily a spoken language rather than a Tiwa language on the pueblo. written one, proficiency measurements for all levels were completed orally. “Lack of coordination has disappeared and been replaced by a coordinated OUTCOMES AND COMMUNITY IMPACT effort between the different entities.” The most significant outcome of this project - Paul Lujan, Language Coordinator was the creation of a fully-staffed language and cultural preservation department for the tribe. The new department has harnessed the wisdom, knowledge, and energy of various groups and individuals on the pueblo

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MESCALERO APACHE TRIBE

N

Project Title: Mescalero Apache EW Language Immersion School M

EXICO Award Amount: $607,001

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT individuals are adults. In a 2006 study by the University of , the Mescalero  3 full-time equivalent jobs created Apache language was categorized as  9 Native American consultants hired “severely in danger” as English becomes most commonly spoken on the reservation.  10 Elders involved Concerned that most youth were no longer  28 youth involved learning the language, Mescalero Apache  $8,750 in resources leveraged School teachers, staff from Ndé Bizaa (the

 12 individuals trained Tribal language program), several Elders, and other community members formed a  9 partnerships formed language committee, which developed three  4 language teachers trained goals: 1) Preserve the Apache language and culture, 2) Have children integrate Apache  28 youth increased their ability to speak language and culture into their lives, and 3) a Native language Foster the Apache heritage.  45 adults increased their ability to speak PURPOSE AND OBJECTIVES a Native language The purpose of the project was to establish  10 people achieved fluency in a Native the Mescalero Apache Language Immersion language School, with the mission of producing fluent BACKGROUND young speakers who are knowledgeable Located in the foothills of the Sacramento about and make use of Apache culture. Mountains in southern New Mexico, the The project’s first objective was to open and Mescalero Apache Reservation is home to operate the immersion school, serving approximately 4,000 members of the preschool-age children. Working with a Mescalero Apache Tribe, a federally- linguist from New Mexico State University, recognized Indian Tribe. Less than one- staff developed an age-appropriate fourth of the population speaks or immersion curriculum that includes lesson understands Apache; the majority of these plans, games, and other activities. Parents,

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school staff, and other stakeholders also and some students lead prayers or other

reviewed and provided feedback on the parts of traditional ceremonies.

curriculum. The Tribe allocated space in its In addition, children developed more respect school for an Apache-only environment, and for Elders, and one parent remarked that various Tribal departments donated supplies, during her grandfather’s birthday, her

EXICO equipment, and furniture. Ndé Bizaa staff daughter said a prayer for him in Apache. recruited and hired a teacher, several

M At other times, parents reported seeing assistants, and Apache language specialists. children, unprompted, speaking the language

The school opened in January 2010. with Elders. Parents and grandparents, EW EW The project’s second objective was to many of whom never learned or have N produce 17 fluent speakers of Apache, ages forgotten the Apache language, take great 3-4. After the project began, staff chose to joy in seeing their children and reduce the projected class size of 17 per year grandchildren speaking it at home. Another down to an average of 12 to maintain a good parent remarked that her daughter’s student-teacher ratio. In addition to personality “has bloomed” as a result of her conversational language, students learned participation in the program. Apache songs, words for special items, and By learning the language earlier in life in an traditional prayers. Elders came in to tell immersion style, these children developed stories, play music, and lead cultural more accurate pronunciation and an activities, which included dance understanding of the nuances of Apache that performances, traditional songs, and lessons are harder to acquire at a later age, or to on traditional food and etiquette. Project learn from taped recordings or hand-written staff noted that it was good to mix students materials. Project staff also reported that the of various levels, as the more advanced Tribal school’s overall performance has students helped other students learn. improved; students who graduated from the The project’s third objective was to involve immersion program are now scoring higher parents, guardians, Elders, and other on tests. community members in Apache language The benefits of the immersion program revitalization activities. To do this, the extend to the Mescalero Apache community Tribe held hour-long, weekly language as a whole. As a result of the youth learning classes for adults and hosted a language Apache, community members are motivated summit which attracted over 100 people. In to learn the language and to participate in addition, several parents volunteered in the cultural events. According to community immersion classroom. members, values that were traditionally OUTCOMES AND COMMUNITY IMPACT taught by grandparents have been lost, since The project made significant strides towards extended families often do not live together. fulfilling its purpose. In total, 28 students The Elders’ participation in immersion increased their knowledge of the language, school activities recreates this connection. 10 of whom became conversationally fluent “To me, this program is a big asset to our as measured by project staff. Parents people,” said one community member. reported that students are excited to use the Another summarized the significance of the language at home. The language lessons school, saying, “Who we are as a people is also instilled Apache values in the youth. identified through the language.” All students now have traditional regalia,

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PUEBLO OF POJOAQUE

N

Project Title: Tewa Language Planning EW Project

M Award Amount: $91,477

EXICO

Type of Grant: Native Languages

Project Period: Sept. 2011 – Mar. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT language revitalization.

 2 full-time equivalent jobs created PURPOSE AND OBJECTIVES

 8 Elders involved The purpose and sole objective of the project was to create a Tewa language  6 youth involved master plan to expand language learning  $21,200 in resources leveraged opportunities in the Pueblo.

 44 individuals trained The project director formed a language committee to steer the development of the  7 partnerships formed plan, composed of four Elders who speak  3 language teachers trained Tewa, two youth students, a language

 30 adults increased their ability to speak coordinator, the director and teachers from a Native language the Early Childhood Center, and the Lieutenant Governor of the Pueblo. BACKGROUND To gather ideas for the plan, committee Located 15 miles north of Santa Fe in the members visited neighboring Tribes’ Pojoaque Valley, the Pueblo of Pojoaque language programs, including the Taos Day consists of over 400 members, half of whom School and Preschool, and Cochiti Language live on the reservation. In response to the Program. Committee members also decline of the Pueblo’s language, Tewa, the attended seven trainings on Native language Pueblo’s Governor established the first pedagogy, immersion, and best practices, Tewa language program at the Pojoaque including the New Mexico Tribal Language Early Childhood Center in 1998. Since Summit, the Stabilizing Languages then, Tribal leadership passed a series of Symposium, and the , resolutions and provided funding in support Endangerment, Revitalization, and of cross-departmental language Documentation Conference. In addition, the programming. project team hosted a Tewa Language Despite these efforts, the use of Tewa was Community Workshop, attended by 33 continuing to decline, prompting the Tribal Tribal members, where community Council to re-examine its approach to members and practitioners shared best

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practices in language immersion pedagogy teachers, and Tribal members now is and planning. Through this exchange of dedicated to maintaining the language and ideas, the project team realized an culture of the Pueblo. Parents expressed a immersion program at the Early Childhood sense of pride witnessing the re-emergence Center would be the most effective way to of Tewa culture in their children, and they

revitalize Tewa in the Pueblo, and began are committed to incorporating Tewa EXICO

drafting a plan to establish such a program. lessons at home. M Delays in hiring the language coordinator at Incorporating plan recommendations, the beginning of the project slowed progress project staff intend to start a partial EW EW on the plan; therefore, the Pueblo requested immersion program at the center for children N and received a 6-month no-cost extension aged two months to five years. The program period to finish it. With the assistance of the is planned to transition to full day Indigenous Language Institute in Santa Fe, immersion, once the center has the teaching

the plan was completed and approved by capacity in place. Tewa teachers at the Tribal Council in February, 2012. The plan Early Childhood Center will receive training outlines steps for launching an immersion during the partial immersion phase, and program at the Early Childhood Center. move to full immersion once language and pedagogy skills are strengthened. OUTCOMES AND COMMUNITY IMPACT The project director already has Through the hard work and consensus- implemented the first steps of the plan. By building of the project team, the dream of a December 2012, she hired four new full day Tewa immersion school is now language teachers to work at the center. The within the Pueblo’s grasp. teachers are awaiting training and appreciate the opportunity to build their professional “Language sprouts need energy from the skills and language ability. sun to bloom; our little voices need the energy of collective prayers. Together Through outreach and advocacy, the project with the forces of nature our little ones di team opened Tribal members’ eyes to the ‘Tewa tuni’ (will speak Tewa)!” status of the language, the immediate need Excerpt from the Tewa to teach it to younger generations, and the Language Master Plan inspiring language work of other Tribes. As a result, a committed group of parents,

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FRIENDS OF THE AKWESÁSNE FREEDOM SCHOOL, INC.

NEW YORK

Project Title: Orihwakaionhneha – “In the Manner of the Old Ways”

Award Amount: $376,952

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2011

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT leadership recognized once students moved into the AFS English transition program in  3 full-time equivalent jobs created seventh grade, which focused on preparation  $168,025 in resources leveraged for local English-based high schools, students quickly lost Mohawk fluency.  30 individuals trained PURPOSE AND OBJECTIVES  26 partnerships formed The purpose of this project was to develop  190 native language classes held and implement an immersion component in  160 youth increased their ability to speak grades seven and eight at AFS to address the a native language significant loss of fluency occurring in the

 24 youth achieved fluency in a native English transition program. language The project’s first objective was to hire staff BACKGROUND to develop and finalize eight cultural and eight scientific curriculum units in the The Friends of the Freedom , or Kanien’keha. To School, Inc. is located in the community of accomplish this, AFS hired two cultural Ahnawhàhte, in northern . The educators, one of whom is deeply versed in nonprofit was formed to support the Kanien’keha stories and traditions and was Akwesasne Freedom School (AFS), a tasked with developing the cultural Mohawk immersion school founded in 1979. curriculum. The other educator, a PhD- For over two decades, Friends of the trained scientist, was tasked with shaping Akwesasne Freedom School has fundraised the science curriculum and providing project to support the infrastructure, construction, oversight. The educators developed 16 and operations of the school; written grant curriculum units, using visual aids such as proposals to benefit the school; and provided colorful posters and wall- storyboards financial management for grants received. to enhance concepts. They also created 13 Prior to this project, AFS ran a pre- instructional books and one workbook to kindergarten through grade six immersion convey cultural lessons, including units program that received accolades for student titled “Creation Story Narrative,” the “Good achievement in Mohawk fluency. School Word Narrative,” and the “Great Law

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Narrative.” Science lessons took a cross- teach half-Mohawk immersion and half- cultural approach, teaching a range of topics, English in the middle school, AFS exceeded including cell anatomy, avian anatomy and its goal and taught both grades in full habits, plant life cycle, marine ecosystems, Mohawk immersion by the end of the sustainable agriculture, and traditional project period. native knowledge of agriculture and lunar Because of this project, AFS was able to cycles. harness the memory, training, and wisdom The project’s second objective was to teach of one of the cultural educators, a key the cultural and science curricula to seventh community elder figure, and record his

NEW YORK NEW and eighth grade students in an immersion knowledge in the form of curricula and environment for 10 months. The educators recordings. AFS also communicated achieved this objective, and brought the important scientific concepts for the middle lessons to life; they planted a school garden, school into Mohawk, using creative and conducted canning workshops to teach engaging teaching methods that reverberated youth about nutrition and chemistry, and with parents as the youth brought lessons engaged youth in plank-cutting, deer home. Entire families benefited from this tracking and butchering, and knife-making project; parents, aunts and uncles to teach them traditional vocabulary. participated in the rites of passage program, Students learned science lessons through and middle-school students became role field trips to a variety of locations, including models for the younger children of the Ithaca Sciencenter, the Ecomuseum in Ahnawhàhte. As program staff said, “It’s not Ste-Anne-de-Bellevue, and the Potsdam just the child that learns, but the parents that planetarium. Students also learned to come along with them.” identify and say the Mohawk words for Furthermore, tribal school officials from medicine plants surrounding AFS buildings. North Carolina and Massachusetts visited The third project objective was to increase Ahnawhàhte to learn about AFS’ teaching intergenerational language learning between methods and curriculum, engaging in an elders, middle school students, and important dialogue about what language elementary school students. To accomplish learning approaches are effective in their this, the middle school students took communities. leadership roles in the Sun and Moon and Without this project, AFS would not have Midwinter ceremonies by providing been able to develop immersion curricula direction to the elementary school students and lesson plans for the middle school in Mohawk vocabulary. Through this grades. Project staff noted that this project project, 13 middle-school youth also also curbed the loss of fluency among participated in the five-month AFS rites of middle school youth and increased parental passage program, experiencing traditional support of immersion programming, laying rites such as fasting and participating in a the groundwork for the next goal: expanding sweat lodge under the guidance of aunts, the immersion program past the middle uncles, elders, and the cultural educators. grades into the high school years. OUTCOMES AND COMMUNITY IMPACT Prior to this project, AFS did not have an immersion program for its seventh and eighth grade classes. Originally intending to

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NATIVE AMERICAN COMMUNITY SERVICES OF ERIE AND NIAGARA COUNTIES

NEW YORK

Project Title: Haudenosaunee Empowerment through Language Preservation (HELP) Project

Award Amount: $271,314

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2011

Grantee Type: Native Nonprofit

family models. PROJECT SNAPSHOT Through a 2005-06 ANA grant, NACS  3 full-time equivalent jobs created conducted a language assessment revealing  11 elders involved that 91 percent of the adults surveyed would like to learn one or more native languages.  $33,190 in resources leveraged Those surveyed primarily wanted to learn  12 partnerships formed the Haudenosaunee languages (those spoken

 1 adult increased her ability to speak a by the Mohawk, Oneida, Onondaga, native language Cayuga, Seneca and Tuscarora people). Interest in language has been consistent, as a BACKGROUND subsequent survey in 2009 found that over Native American Community Services of 80 percent of community members were still Erie and Niagara Counties, Inc. (NACS) is a interested in learning a native language. nonprofit organization that has served the PURPOSE AND OBJECTIVES social and economic needs of Native American populations since 1975, primarily The purpose of the Haudenosaunee in the cities of Buffalo and Niagara Falls. Empowerment through Language NACS mainly serves the native Preservation (HELP) project was to design a communities of the Haudenosaunee, or Six Haudenosaunee language program tailored Nations Confederacy. for the urban community that would include formal instruction and expand community At the time of this grant, NACS strove to access to additional language learning bring more language resources to the urban resources. communities in Erie and Niagara Counties. Based on over 25 years of experience, The project’s first objective was to research NACS believed loss of native languages in an existing Mohawk language immersion urban communities contributed to a lack of school model and adapt that model to positive cultural identity and a weak link develop a language curriculum appropriate between the community and traditional for the urban communities of Buffalo and teachings, language, culture, values and Niagara Falls. NACS focused on developing

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a Mohawk curriculum for this project, library. The library was finished by the because the community survey indicated a project’s end, and houses over 900 items, higher interest in learning the Mohawk including self-paced computer-based language (Kanyen’kéha) than in learning the learning technology for the Mohawk other five Haudenosaunee languages. language. During the second year, the To achieve this objective, the project resource specialist also developed a self- director planned to hire a resource specialist paced Mohawk language kit, a small to attend the two-year Onkwawén:na workbook containing the essential Kentyóhkwa Mohawk immersion program. vocabulary and conversational patterns for a beginner speaker. Using this kit as a

NEW YORK NEW However, there was a delay in hiring the resource specialist, which resulted in her template, she contacted language experts in missing the enrollment period for the the other five Haudenosaunee languages and program. To overcome this challenge, the enlisted their expertise to create additional project director hired a private instructor kits, which were in progress at the end of the project period. from the program to hold more intense learning sessions with the resource OUTCOMES AND COMMUNITY IMPACT specialist. The private instruction enabled In addition to developing a Mohawk her to learn the entire two-year curriculum language curriculum, creating a native within eight months. After completing the languages resource library, and producing a immersion program, she applied her self-paced language kit, this project was able increased knowledge of Mohawk and to produce one high-intermediate speaker of language learning methodologies to create the Mohawk language. new curriculum content. The curriculum contained a year’s worth of Mohawk lessons Through outreach, the project taught urban appropriate for NACS’ urban community. communities about the commitment required to learn language in an immersion setting, The second objective was to reach over 400 and began a dialogue about what type of community members to present the project’s language courses would be appropriate. In work, gather community input, and cultivate addition, project staff formed relationships greater community interest and participation with speakers in the reservation in local language preservation and communities who may serve as instructors maintenance. Through social dances, elder for the NACS language program, reinforcing luncheons, the opening of a language meaningful ties between the urban and resource library, outreach at the University reservation communities. of Buffalo, and the NACS newsletter, project staff reached approximately 2,000 Furthermore, this project enabled project community members. staff to set up an implementation plan for a NACS native language program by The third objective was to increase the expanding their pedagogical resources and amount of language resources and tools strengthening relationships with local available for learning the six primary native universities and colleges. With these languages of NACS’ target community. To relationships and capacity in place, NACS accomplish this objective, the resource has many of the essential elements needed to specialist planned, renovated space, and implement and sustain a language program collected books for a language resource in the coming years.

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STANDING ROCK SIOUX TRIBE

NORTH DAKOTA Project Title: Wakanyeja Kin Wakanyan Woglakapi Ktelo! Project

Award Amount: $206,129

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2009

Grantee Type: Tribe

PROJECT SNAPSHOT the language fluently. Currently, the SRST is providing resources to the K-12 system to  2 jobs created enhance learning efforts with the  3 Native American consultants hired Lakota/Dakota language; however, no early childhood language program exists.  20 elders involved PURPOSE AND OBJECTIVES  33 youth involved The project’s purpose was to establish a  $6,330 in resources leveraged five-year strategic plan for a Lakota/Dakota  30 individuals trained language nesting project for the SRST’s

 15 partnerships formed children birth to five years old.

 1 language survey developed The project’s first objective was to generate a list of research encompassing what a  990 language surveys completed successful early childhood language nest BACKGROUND would look like, identify consultants and a design team, and conduct two site visits. The Standing Rock Reservation, located in Project staff hired four consultants and contiguous counties in North and South recruited 30 design team members Dakota, has a land base of 2.3 million acres representing each of the tribe’s nine and a population of approximately 8,225. districts. The design team developed The Standing Rock Sioux Tribe (SRST) is language standards and created two comprised of the Lakota, Santee immersion training programs for teachers, Dakota, and Yanktonai Dakota, and is total physical response and content-based divided into nine political districts. instruction. Additionally, project staff The SRST faces continued loss of the worked with consultants and the design team Lakota and Dakota language; at the start of to develop a community language survey, the project, it was estimated that between and collected 990 responses. Two site visits two and 13 percent of the population speak were conducted to three schools in Montana

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and three schools in Minnesota. tremendous parent and community support. Additionally, two Immersion Symposiums The plan also acknowledges immersion were held with attendance from 275 schools often are weak in creating second community members. language learners among young adults aged The project’s second objective was to 18-20, and that adults in this age group conduct eight meetings and three site visits, rarely provide continued support for thereby creating community understanding immersion programs. As a result, the SRST and buy-in for language immersion. Five strategic plan recommended requiring design team meetings were held in the first parents and guardians to make a year and eight in the second year. Three site commitment to learn the language through a visits were conducted: the Nation master/apprentice program. Additionally, Head Start programs and a Navajo the plan proposed that each district take immersion program in Arizona, Akwesasne responsibility to initiate its own immersion school, thereby solidifying community

NORTH DAKOTA NORTH Freedom Immersion School in New York, support and buy-in. Finally, the strategic and an immersion program in Hilo, Hawaii. Project staff provided presentations to the plan recommended a nonprofit be formed to rest of the design team members following support the nine districts as they developed each site visit. Then, the design team and implemented each immersion school. identified five elements for successful The five-year strategic plan was approved immersion schools: 1) schools should be by the Tribal Department of Education. small, 2) schools should have active support OUTCOMES AND COMMUNITY IMPACT from parents and the community, 3) schools As a result of the project, the tribal should operate largely through in-kind community has a more broad-based, clear contributions, 4) everyone in the school understanding of the value of language should learn the language, and 5) classroom preservation and the way language teachers need a background in early immersion models operate. Because many childhood development to be effective. The community members were involved, there is design team also determined it would be a wider understanding of the complexities of beneficial for a nonprofit to run the language revitalization and the importance immersion program to insulate the language of community participation. The tribe has program from changing tribal leadership. continued to support immersion efforts Utilizing these findings, project staff secured through the provision of materials. the involvement of the tribal college as a vital part of the immersion program and the Through the efforts of the design team, each home for the first language nest. district has at least one resource person who has been trained in successful immersion The project’s third objective was to develop models. In addition, project staff produced a and adopt a five-year strategic plan to create district readiness scale that will be very a language nest on the SRST reservation. helpful in assessing strengths and Project staff completed the strategic plan in weaknesses to be addressed within each concert with the design team, highlighting district. The combination of these new two critical components found in successful resources and trained community members immersion schools: 1) successful schools will be instrumental as each district moves are small, and 2) successful schools have forward to implement an immersion school.

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TURTLE MOUNTAIN COMMUNITY COLLEGE

NORTH DAKOTA

Project Title: Kitchitwa Ondwewe Nooding (Sacred Voices in the Wind)

Award Amount: $301,153

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2011

Grantee Type: Tribal College

PROJECT SNAPSHOT There are two native languages on the Turtle Mountain Reservation. Ojibwe is the  3 full-time equivalent jobs created traditional language of the Anishinaabe  137 elders involved people, and is a hybrid language based on Cree, Ojibwe, and French.  120 youth involved Previous language assessments by TMCC  $9,175 in resources leveraged found that in 2000, there were only 31 fluent

 44 individuals trained and 20 semi-fluent Ojibwe speakers remaining. Michif was once the most  7 partnerships formed commonly spoken language on the  3 language surveys developed reservation, but in 2000 was used by only one percent of the population.  225 language surveys completed PURPOSE AND OBJECTIVES  50 youth increased their ability to speak a native language The purpose of this project was to document, preserve, and transmit Turtle BACKGROUND Mountain’s native languages by providing Turtle Mountain Community College increased opportunities for tribal members (TMCC) is an accredited, tribally-controlled to learn and use them. The first objective post-secondary institution chartered by the was to identify fluent speakers of Ojibwe Turtle Mountain Band of Chippewa Indians. and Michif, and involve them in planning a Established in 1972, the college provides language preservation program. Project staff higher education services primarily for the first worked to identify all fluent and semi- Turtle Mountain Reservation, awarding fluent speakers on the reservation. They associate and bachelor degrees, as well as documented a total of 74 speakers: 25 certificates of completion. The college and Ojibwe (13 fluent, 12 semi-fluent), 45 tribal headquarters are located in Belcourt, Michif (24 fluent, 21 semi-fluent), and four North Dakota on the tribe’s six- by 12-mile dual speakers. TMCC then hosted a forum reservation, 10 miles south of the Canadian for each language during the summer of border. 2010, providing an opportunity for speakers

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to gather and highlighting the urgent need to teaching the curriculum in Head Start preserve the languages. Twenty to twenty- through third grade. The curriculum five participants attended each forum. materials, including 50 language activities Through the forums and other meetings, and a list of 1,000 words and phrases, have both Ojibwe and Michif speakers provided been finalized and are ready for input for the tribe’s language preservation implementation. plan, which focused on curriculum OUTCOMES AND COMMUNITY IMPACT development to provide a foundation for language learning on the reservation. Prior to this project, certified language teachers at TMCC taught courses in Ojibwe The second objective was to involve 40 and Michif, but interest in these classes was percent of the identified fluent language limited. As a result of this project, however, speakers in oral documentation of Ojibwe TMCC staff has noted increasing interest in and Michif. Project staff reported that 31 culture and language among college students NORTH DAKOTA NORTH speakers participated in oral documentation, as well as the tribal community, representing 42 percent of all identified accompanied by a greater sense of urgency speakers. Twenty-two of those were Michif to save the tribe’s native languages. speakers, eight spoke Ojibwe, and one was a dual speaker. Together they produced an After the speakers’ forums, elders also estimated 520 hours of oral documentation became more involved in passing on their with the help of the college’s studio knowledge of the languages. Through the recording students. The recordings are on process of oral documentation, as well as CDs that will be archived in TMCC’s increased participation in TMCC’s summer library, with the goal of using them in the culture and language camp, elders have had future as a resource for creating and training more opportunities to interact with youth language teachers. They will also be and young adults. This project also allowed available for use by the general community school staff to document the way elders and the college’s students, faculty, and staff. speak naturally, preserving a mixture of words, storytelling, and interviews, which is The third objective was to develop dual a critical step in revitalizing the language. language curricula for adult and early childhood learners, including language Providing exposure to Ojibwe and Michif activities and a master list of core words and has given youth pride in being native, and phrases documented by fluent language project staff reported they have seen speakers. Project staff contracted an students starting to reconnect with their education consultant to compile the tribal identity. Many parents did not pass the curriculum materials and align them with language on to their children as a result of North Dakota state standards for educational historical trauma, but over the project period content. Once the curricula were complete, staff saw attitudes change. They noticed project staff conducted a six-week trial run more young people participating in with approximately 20 students in the Head traditional activities and ceremonies, and Start program, and piloted an adult parents offering greater support for youth curriculum project with 10 to 15 participants learning the native languages. Project staff over 10 sessions. The project director then stated that as a result of this project, “hope is met with the local Ojibway Indian School spreading in such a good way, and there is and the public school systems in Belcourt, hope for the culture and language where Dunseith, and Turtle Mountain to establish there was not before.” partnerships and an implementation plan for

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EUCHEE TRIBE OF INDIANS

OKLAHOMA

Project Title: TahA Onk'a fA: We Carry the Euchee Language Further

Award Amount: $380,902

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT has maintained its language and culture over the years, but the number of Euchee  4 jobs created speakers has declined in recent generations.  8 elders involved Currently only six people still speak the language fluently, all of whom are tribal  40 youth involved elders aged 80 and above.  $137,436 in resources leveraged PURPOSE AND OBJECTIVES  10 individuals trained The purpose of this project was to preserve  10 partnerships formed and revitalize the Euchee language, utilizing

 6 language teachers trained fluent elder speakers to teach young adult tribal members through immersion methods.  1,076 native language classes held Following their immersion training, these  50 youth increased their ability to speak young adults would serve as ‘language a native language bearers,’ teaching the language to younger tribal members. This approach was taken to  22 adults increased their ability to speak involve tribal members predominantly in a native language their twenties in the transfer of knowledge  5 people achieved fluency in a native across a wide generational span, connecting language Euchee children and young adults to the language of their heritage. Project staff BACKGROUND served the additional purpose of providing With a population of approximately 2,400, ongoing native language exposure to the the Euchee () Tribe of Indians resides broader Euchee community. predominantly in the greater Tulsa area of Oklahoma. In the early nineteenth century The first objective of this project was to the tribe was relocated forcibly from its implement Master-Apprentice immersion original homeland in Tennessee, Georgia, language lessons, with fluent elders teaching and Alabama to the northeastern area of Euchee to young adult language bearers. what is now Oklahoma. The Euchee Tribe There were five elders and five language

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bearers involved in the lessons, which lasted every six months in order to provide two hours each and took place five days per qualitative monitoring of progress in week over the project’s entire two-year community awareness and engagement with period. The content of the lessons was language revitalization. predominantly conversational Euchee, with OUTCOMES AND COMMUNITY IMPACT an emphasis on practical, everyday topics. Elders monitored progress with input from Five young adult Euchee language learners an immersion linguist, who provided written greatly expanded their ability to speak the evaluations for each language bearer on a bi- language, and all were able to serve as monthly basis. language bearers passing the language to the younger generation. Teaching what they

OKLAHOMA The second objective was for the language just had learned reinforced the knowledge bearers to take what they had learned from base of these young adults, and the younger the lessons with elders and conduct generations were in turn able to learn and immersion language lessons for tribal youth. profoundly increase their proficiency in These sessions were also two hours in Euchee. The immersion linguist provided duration and took place five days per week. written evaluations that documented There were 22 children and six to 10 significant progress in all respects. teenagers present at each session. Again, the focus was on practical topics that could A set of 10 audio and 10 video recordings of be used in everyday conversation. In order oral presentations performed by the children, to keep the youth engaged, the language language bearers, and elder speakers was bearers created enjoyable activities to created successfully. These recordings contextualize the immersion experience, demonstrated the growth in speaker such as games, cooking, sports, and proficiency over the course of time, and scavenger hunts. Periodic oversight of these provided significant exposure to the sessions was provided by the five elder language for the greater Euchee community. speakers. This oversight gave the youth the Feedback from focus groups suggested the opportunity to hear and learn directly from recordings were received very positively by fluent Euchee speakers in an effort to ensure community members. proper vocabulary, grammar, and The teenagers in the program won several pronunciation were not lost or distorted in trophies at the Oklahoma Native American the transfer of knowledge. Youth Language Fair. Additionally, project The final project objective was to develop a staff members were able to get one of the set of 10 audio and 10 video recordings of youth’s audio recordings broadcast on a oral presentations performed by the children, local radio station’s language program. language bearers, and elder speakers. To According to the project director, this accomplish this, project staff videotaped and project had the additional benefit of keeping made audio recordings on a bi-monthly youth out of trouble by providing structure, basis, until a set of 10 had been produced. a positive, encouraging environment, and a These were made available to the entire strong sense of accomplishment. According tribe, thereby providing opportunities for to project staff, members of all generations language exposure and cultural inspiration involved in this project expressed a deep for the entire community. Additionally, an sense of pride and connection to their native immersion linguist conducted focus groups language and culture.

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KAW NATION

OKLAHOMA

Project Title: Designing Materials to Teach Kanza Literacy through Historical Texts

Award Amount: $156,820

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT usage. Among tribal members, this decline contributed to a lack of knowledge and  3 jobs created identification with Kaw cultural heritage.  11 elders involved Today, many tribal members are unfamiliar with Kanza. In 2008, of the 2,942 tribal  3 youth involved members, only eight spoke Kanza as a  $18,513 in resources leveraged second language and there were no fluent

 4 partnerships formed speakers. BACKGROUND PURPOSE AND OBJECTIVES The Kaw Nation is one of five tribal nations, The project’s purpose was to increase Kanza including the , Omaha, , and linguistic awareness and Kaw cultural Osage, making up the Dhegiha (“they-GEE- identity by creating a repository of hah”) branch of the Valley knowledge available to tribal members. To Siouan language family. Kaw territory once accomplish this, project staff planned to covered a large portion of present-day convert existing written stories and tales Kansas, and demographers estimate the tribe recorded by 19th and 20th century fluent had approximately 3,000 members before Kanza speakers into easily available and the arrival of settlers. Various treaties and user-friendly material resources. repeated incursions by settlers and soldiers The project’s single objective was to dramatically reduced the size of Kaw annotate 10 texts with vocabulary lists and territory until the early 1870s, when only a selected grammatical explanations to create few acres remained near Council Grove, a graded reader, and record the 10 texts as a located between modern day Topeka and companion CD to promote literacy in the Wichita, Kansas. In 1873, the Kaw were Kanza language. Project staff began by relocated to Oklahoma. By 1900, fewer collecting 31 Kanza texts and working with than 250 surviving members remained. project partners to put the texts into a The Kaw language, also known as Kanza, uniform orthography, with similar spelling, consequently suffered a severe drop in punctuation, emphasis, symbols, and

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grammar rules. Project partners included guiding users toward literacy in Kanza. In Dr. Rankin, a historical linguist who putting together the guided reader, the compiled a unique set of field recordings of project team made efforts to ensure that the last fluent Kanza speaker in the 1970s, a prospective language learners could Community Advisory Group (CAG), understand basic grammar, vocabulary, and comprised of five tribal members, and other plot for each text. Using the 10 texts local language scholars and tribal members. selected for the reader, the project team also To ensure appropriate translation and developed a CD recording of each text. accurate annotation in the texts, Robert OUTCOMES AND COMMUNITY IMPACT Rankin, project linguist, and Justin McBride, project director, traveled to the Smithsonian The project team converted 31 highly- OKLAHOMA Institution in Washington, D.C. to conduct valued histories and treasured stories into a historical research. This ensured that future form tribal members can use, in perpetuity, users of the texts and graded readers would to connect with their language and culture. be furnished with accurate, useful tools for The graded reader includes 10 texts, with 10 learning about the Kaw language and comprehensive exercises for Kaw language culture. learners. According to project staff, the Kaw community contributed significantly to During the two-year project period, the this project; in particular, the CAG ensured project team transposed 31 histories and community ownership of the process and the tales into formats useful for language final products. learners and students of Kaw culture, organizing the texts into a cogent, user- The compilation of Kanza texts, and the friendly repository, and providing knowledge they provide about Kaw cultural translations for each text. From these 31 traditions, is now available to all members texts, they selected 10, based on subject of the Kaw tribal community. Project staff matter and accessibility to readers, for as-is- intends to continue their efforts to preserve use in the graded reader. The CAG met and perpetuate the language with the quarterly to review the materials, edit production of a Kaw language dictionary content, test for comprehensibility, and and other resources for the community. gauge whether the materials succeeded in

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CHEYENNE AND ARAPAHO TRIBES OF OKLAHOMA

O Project Title: Cheyenne and Arapaho KLAHOMA Early Childhood Language Project

Award Amount: $535,312

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT Organization lists the two common languages spoken by the Tribe, Southern  5 full-time equivalent jobs created Cheyenne and Southern Arapaho, as  12 Elders involved endangered and almost extinct, respectively. In addition, there are a small number of  227 youth involved qualified language teachers, and few  $162,038 in resources leveraged curriculum materials with which to teach.  46 individuals trained In a parent survey conducted in 2009, 91

 19 partnerships formed percent of respondents said they wanted C&A language, government, and histories to  3 language surveys developed be taught in preschool; yet 89 percent also  2,400 language surveys completed reported they knew none or very little of either language, further illustrating the  52 language teachers trained generational gap in language speakers.  450 youth increased their ability to speak PURPOSE AND OBJECTIVES a Native language The Tribe’s education department staff  550 adults increased their ability to developed this project in order to strengthen speak a Native language and preserve the culture of the C&A Tribes BACKGROUND by increasing the number of language Headquartered in Concho, Oklahoma, the speakers under the age of 60 years. Cheyenne and Arapaho (C&A) Tribes of The project’s first objective was that 12 Oklahoma have over 12,000 members. existing C&A Head Start teachers and 20 However, only 14 percent of Tribal existing C&A Child Development Center members speak Native languages; with an (CDC) teachers would learn basic Southern average age of 65, most are from older Cheyenne and Southern Arapaho, and teach generations, signaling a large generational them at their centers. This objective gap in speakers. The United Nations presented an immediate challenge, since Educational, Scientific, and Cultural there were no available language materials

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to teach the preschool students or the “Happy Birthday,” and “The Itsy-Bitsy instructors. To overcome this, project staff Spider.” spent the first year developing a three-level A OUTCOMES AND COMMUNITY IMPACT curriculum, which was approved by the centers and integrated into existing Head The impacts of the language learning extend Start and CDC curriculums. Language throughout the C&A community, both on department staff trained all Head Start and and off the reservation. With the availability CDC staff, including bus drivers, cooks, of materials online and through e-mail, such KLAHOM janitors, and teachers, during breaks and in- as a “phrase of the week” sent by the

O service sessions. language department to all Tribal staff, C&A members have developed a renewed The project’s second objective required the interest in the languages, and those who live Tribe to produce and distribute learning off reservation now have access to learning materials, including activity books, materials. In total, staff estimate that over instructional DVDs, language CDs, and 550 education staff and Tribal employees interactive digital language games. To have learned C&A words and phrases as a create all these, the project staff hired a result of the project. linguist and media specialist to produce recordings, books, and online tools for In learning words and songs in both language learning. The curriculum also languages, some C&A Tribal members and included lessons using Smart Boards staff said they learned words previously installed in all classrooms. Language forgotten. Participants also reported gaining department staff ensured all materials were a better understanding of rituals and culturally relevant and appropriate. traditions, which can now be passed on to future generations of students. In collaboration with staff from the Tribe’s media department, which is financed Non-Native staff developed a deeper through its gaming revenues, project staff appreciation and understanding of C&A also put together educational TV shows culture. The Tribe’s TV station, K47MU-D, about the languages, which were broadcast is broadcast on and off the reservation, on the Tribe’s TV station. Several youth providing non-Tribal members access to from the Head Start program provided the C&A’s cultural and language programming. voices for children’s TV segments which The project also achieved some success in taught counting and the names of various bridging the generational language gap: in a animals. November 2011 survey of parents, a The project’s third objective was for 200 majority who responded said they heard children at C&A Head Starts and CDCs to their child using Cheyenne or Arapaho learn the C&A languages and understand words at home. The children also sing basic words in each. Education department songs in the languages at their graduation staff exceeded this goal, reaching 227 and other special events. preschool students in the classes over the Seeing the value and benefits of this project, course of the project. Songs were one of the the Tribe’s leadership added two of the most popular components of the program, project positions to its budget to sustain and students learned round dance and gourd C&A language teaching and learning efforts. dance songs, prayers, veterans’ songs,

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CITIZEN POTAWATOMI NATION

O

Project Title: Potawatomi Language KLAHOMA Curriculum Implementation Project: “Gkkendasmen gde-zheshmomenan” (Let’s Learn Our Language)

Award Amount: $391,547

Type of Grant: Native Languages

Project Period: Sept. 2010 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT language speakers of Potawatomi, and only one or two live in the immediate area. In  4 full-time equivalent jobs created 2009, with funding from ANA, the Tribe  1 Native American consultant hired developed language curriculums for daycare and adult classes to combat the potential  4 Elders involved disappearance of the Potawatomi language.  59 youth involved PURPOSE AND OBJECTIVES  $4,400 in resources leveraged The purpose of “Let’s Learn Our Language”  9 partnerships formed was to implement the language curriculums

 3 language teachers trained in daycare and adult classes, with the goal of increasing the number of fluent speakers.  6 Native language classes held The project’s first objective was to  84 youth increased their ability to speak implement the beginner adult curriculum a Native language and the daycare curriculum for the Tribe’s  150 adults increased their ability to 3-year-old Child Development Center speak a Native language (CDC) class, and to develop supplemental materials and tests for each, in the first  2 people achieved fluency in a Native project year. Building from this, the second language objective was to implement the intermediate BACKGROUND adult curriculum and the daycare curriculum The Citizen Potawatomi Nation, the ninth for the CDC’s 4 to 5-year-old class, and to largest federally-recognized Tribe, has a develop supplemental materials and tests for membership of approximately 30,000 each, during the project’s second year. people, 11,000 of whom live on or near the Staff created a variety of materials covering Citizen Potawatomi jurisdiction in central the topics of nature, spiritual traditions, and Oklahoma. There are only nine living first stories. In addition to standard materials

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such as flashcards, some unique teaching songs in Potawatomi. Eleven students went materials were developed. In one case, a on to attend the intermediate classes, and local artist made five cultural storybooks in some began teaching Potawatomi to others. Potawatomi. Similarly, staff took children’s Teachers report an unusually high retention storybooks written in English and inserted rate of a core group of adults, demonstrating Potawatomi words above the English words. great interest. Staff also created videos, audio recordings, The project became popular with Elders as

and games, which are posted on the well, several of whom became very KLAHOMA language department’s website. involved. As part of the language activities, O Over the course of the project, staff held 300 youth developed a garden and gave the classes for a total of 54 preschool-aged produce to Elders, which helped the students children, and taught 27 adults in person. learn respect for Elders. Project staff also taught online classes to The project also engaged members of the adult students, with an average of nine Tribe who do not live in the area, sometimes students participating in the beginner classes not for several generations, through online and four in the intermediate classes. In classes and website materials. addition to the language class participants, over 100 adults learned some Potawatomi as As a result of the project, the language is a result of project activities such as festivals, now making its way through the community, Potawatomi signs, and community activities. and basic greetings are known and used regularly in public. As an example, the Youth were generally very quick to pick up Tribe now uses Potawatomi for “yes” and the language. Many adults were initially “no” when voting on legislation. hesitant to speak for fear of making mistakes; the staff reduced this hesitation by The Tribe will be continuing the language reiterating to people “this is our language.” classes after the project, a clear indication of Also, the tribe posted Potawatomi words and its desire for the Potawatomi language and titles throughout its jurisdiction, such as on culture to thrive. There also is a 20-year stop signs and in Tribal offices, to normalize language plan which includes creating a its use. scholarship program to incentivize students to learn the language, hosting ceremonies in OUTCOMES AND COMMUNITY IMPACT Potawatomi, a preschool through middle Youth classes were in high demand: by the immersion school, and designating places on end of the project, some classes were at their the Tribe’s jurisdiction where people may capacity, with a 2-year waiting list. only speak Potawatomi. According to the Exceeding targets, the youth learned at least language program director, “Implementing five songs and dozens of words. The the curriculum has given us a definite language program director also indicated roadmap as to where we are heading.” students now greet each other in the hallways in Potawatomi, and many parents “It’s just shocking the number of report youth using words and singing songs parents who’ve said that their kids are at home. In addition, many students are able using the language at home.” to accurately repeat words and form Justin Neely, Potawatomi Language sentences in the language. Program Director Adult learners also exceeded benchmarks: the adults learned a range of words and six

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COMANCHE NATION COLLEGE

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Project Title: “Numa Tekwapu” KLAHOMA

Award Amount: $197,636

Type of Grant: Native Languages

Project Period: Sept. 2009 – Jan. 2012

Grantee Type: Tribal College

PROJECT SNAPSHOT CNC is based on the concept and philosophy of a Comanche-centered education. The  2 full-time equivalent jobs created College recognizes the strength in  40 Elders involved Comanche culture and language, and thus utilizes Comanche principals as the basis  55 youth involved and foundation for all teaching and learning.  20 individuals trained There are few Comanche Tribal members  5 partnerships formed with the ability to speak the Native language

 1 language survey developed fluently, and Comanche is considered to be highly endangered of extinction. Based  76 language surveys completed upon community surveys, the demand for BACKGROUND Comanche language instruction is strong, and therefore CNC identified language and Organized in 2002, Comanche Nation culture as top priorities. Although Dr. Todd College (CNC) was the first Tribal College McDaniels had been teaching Comanche established in the state of Oklahoma, and in language classes at CNC, he lacked 2012 it became the first Tribal community textbooks and other instructional materials. college in the state to receive accreditation. The mission of CNC is to provide PURPOSE AND OBJECTIVES educational opportunities in higher The purpose of this project was to develop education combined with the traditions and audio and visual materials to support Native customs of the Comanche Nation and other students who tend to be visual and oral American Indian perspectives. The College learners. provides associate degree programs and educational opportunities in higher The first objective was to organize and education that meet the needs of Comanche codify Comanche language curriculums for Nation citizens, all other Tribal members, four course levels: I, II, III, and IV. An and the public. internal CNC academic group set the foundation and provided oversight of the The foundation for teaching, learning, project. The group established educational research, and all educational activities of outcomes as well as proficiency guidelines

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for the four-semester program, with one interactive language computer modules, level per semester. Presentations regarding resulting in an increase in available the project ensued at community meetings, instructional materials. which included Tribal membership and CNC developed five partnerships during the Elders’ gatherings. The meetings solidified project period; however, two were the format of the Comanche language outstanding in their contributions: the modules as interactive, computer-assisted University of at Arlington provided

learning. Project staff distributed surveys language endangerment seminars, and KLAHOMA and 76 respondents indicated support for the Berkeley Language Center provided O hands-on, immersion style class format. valuable Comanche language recordings. The second objective was to develop and The project directly addressed the need for implement computer-assisted learning Comanche language instructional materials,

modules for each course level (I-IV). The and strengthened the efficacy and capacity

team developed, with the support of Tribal of the educational institution to address the members, ten specific course activities and community goal of saving and maintaining exercises suitable for the computer modules the Comanche language. Over 5,100 hours for each course level. The comprehensive of Comanche language instruction were design and arrangement of the modules completed during the project period, achieved the outcomes laid out in the resulting in 20 students increasing their academic curriculum. ability to speak and comprehend the The completed modules fit in well with the Comanche language. language immersion style of the Comanche CNC now has a substantial computer classes already being taught, providing learning modules library of the Comanche valuable supplemental course materials that language, and staff continue to build were previously lacking. additional modules to assist students and the OUTCOMES AND COMMUNITY IMPACT community in learning and archiving the A key to the success of the project process language for future generations. One was Elder involvement as Comanche student stated knowing his Native language language consultants. Elders provided on- made him feel “happy,” Another student going input, and participated in the indicated it was a connection to her Native recording of Comanche language words and identity and heritage that she did not have before participating in the Comanche phrases. The recordings, along with appropriate pictures, advanced the language classes. development of the computer training modules and student comprehension, and “The difference between a community allowed students to hear fluent, Native college and a Tribal community college is speakers pronounce Comanche words. language and culture.”

The College also built upon internal and Gene Pekaw, Dean of Student Services external collaborations to develop

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CULTURAL SURVIVAL

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Project Title: Making a Home for Our KLAHOMA Language (“Thakiwaki peminamoka enatoweyakwe”): Sauk Language Master Apprentice Project

Award Amount: $236,810

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT languages. Offering its capacity to manage the administrative and bookkeeping aspects  6 full-time equivalent jobs created of the project, CS collaborated with the Sac  8 Native American consultants hired and Fox Nation to develop the Sauk Language Master Apprentice Project. The  4 Elders involved director of the Sauk Language Department  85 youth involved (SLD), Jacob Manatowa-Bailey, has served

 $129,858 in resources leveraged as an advisor for CS’s Endangered Languages Revitalization Program.  9 partnerships formed Before the project, there only were a few  5 language teachers trained Sac and Fox Tribal members in Oklahoma  34 youth increased their ability to speak who were able to speak Sauk, all of them a Native language over the age of 70. Although the Tribe had offered language classes and produced  973 adults increased their ability to language materials for the past 30 years, speak a Native language Sauk continued to disappear.  5 people achieved fluency in a Native PURPOSE AND OBJECTIVES language With Sauk in imminent danger of extinction, BACKGROUND CS and the SLD determined the best way to Founded in 1972 and headquartered in bridge the gap between older and younger Cambridge, Massachusetts, Cultural generations was through team-based master- Survival (CS) works to support indigenous apprentice (M-A) methodology. With this peoples’ rights to their lands, languages, approach, master speakers work with cultures, and environments. In 2007, CS second-language acquisition (SLA) learners, began focusing its efforts on revitalizing mostly under age 30, in a group immersion critically endangered Native American setting to disseminate the language. This

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method generally creates a high degree of language programs are utilizing the M-A

fluency. The project’s strategy was based learning model implemented by the SLD.

on developing fluency while training the OUTCOMES AND COMMUNITY IMPACT apprentices to teach Sauk to future generations, with dedicated SLA learners The apprentice speakers successfully who would commit their careers to learning conducted community language classes with and teaching the Sauk language. 972 attendees. In addition, one apprentice is piloting an elective course at a local high KLAHOMA The project’s first objective was to increase school for 27 students; once fully rolled out, the fluency of the program’s three O high school courses will feed into an apprentice speakers using a combination of internship program being developed as part individual and team-based M-A sessions, of the Sauk Language Concentration for the along with independent language study. American Indian Studies degree from

These M-A sessions were held in a strict, nearby Bacone College. The language

full immersion setting for a minimum of 20 department’s goal is to create a feeder hours per week, totaling 2,952 hours for the system for Sauk language teachers who can program by the third year. As part of this educate future generations. objective, the project also developed the apprentices as language teachers. To this Beyond simply gaining language end, staff dedicated 1,052 hours over the proficiency, the apprentices learned valuable course of the project for professional cultural information as well, including development in areas including teaching lessons and stories of their ancestors, which methodology, technology, and linguistics. are most effectively transmitted through Sauk. Apprentices reported they developed After the first year of the project, two of the closer ties to their culture as a result of the apprentices left the program. To overcome program. this, the project’s two language interns became full-time apprentices. In just 18 Though the idea of initially investing limited months, both achieved basic conversational resources in only a few apprentice speakers fluency, a major achievement. was controversial, the “proof is in the pudding,” said one language department To transmit and replicate the language staff. Through this project, five young learning model, the project’s second adults gained fluency and have gone on to objective was to produce a teaching book of teach other Tribal members what was a team-based M-A guidelines, methods, and nearly-. practices for learning the Sauk language. These guidelines were designed to be “Looking at all that has been replicable for other similar projects. accomplished in the language program By the end of the project, the SLD created under this grant…this is one of the most approximately 11,000 documents including promising language programs I’ve seen lesson plans, handouts, quizzes, homework on the North American mainland for assignments, storybooks with transcription critically endangered languages.” and translation, and other linguistic Leanne Hinton, Ph.D., Prof. Emerita, resources. Project staff compiled an M-A University of California, Berkeley and teaching book and distributed it to 25 Tribal Member, Consortium of Indigenous language programs at their request, and the Language Organizations Wampanoag, , and

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SENECA-CAYUGA TRIBE OF OKLAHOMA

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Project Title: Language Assessment and KLAHOMA Preservation

Award Amount: $132,515

Type of Grant: Native Languages

Project Period: Aug. 2011 – July 2012

Grantee Type: Tribe

PROJECT SNAPSHOT established a Cultural Education and Language Program to provide a consistent  2 full-time equivalent jobs created place and time for Tribal members to learn  140 Elders involved and share information about ceremonies using the . The program  75 youth involved director has since received multiple requests  $3,775 in resources leveraged by Tribal members wishing to learn the

 10 partnerships formed Cayuga language to better participate in Tribal ceremonies. This interest revealed  1 language survey developed the limited number of Cayuga speakers;  391 language surveys completed Elders who know stories, songs, and prayers are growing older and their knowledge is BACKGROUND vital to maintaining the language. Prior to Located in northeastern Oklahoma, the this project, there was no comprehensive, Seneca-Cayuga Tribe maintains a up-to-date assessment on the status of fluent jurisdiction on lands between the cities of speakers in the Tribe. Grove and Miami. The Tribe has PURPOSE AND OBJECTIVES approximately 5,000 members, with 1,300 living in the Tribe’s service area. The purpose of this project was to assess the status of the Cayuga language in the Tribe’s As part of the Six Nations, the Tribe’s reservation service area, and to lay the original territory was in what is now the foundation for developing a Cayuga state of New York. In 1937, under the curriculum. The first objective was to Indian Reorganization Act, the Seneca and conduct a language assessment survey. Cayuga who had relocated or been removed Project staff developed a survey to assess to Oklahoma were reorganized to become the level of cultural knowledge held by the federally recognized Seneca-Cayuga members, and the Cayuga language status in Tribe of Oklahoma. Cayuga remains the the local community and nation-wide. The more dominant lineage and identity, and the project director mailed out 3,115 surveys to Cayuga language is more widely-spoken. all Tribal members ages 14 and up; copies In 2008 the Tribe’s Business Committee also were available at Tribal events and

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gatherings. The project team received 391 community and exceeded the target number

completed surveys, for a 13 percent return of recordings. rate. While this rate is lower than OUTCOMES AND COMMUNITY IMPACT anticipated, staff reported it is comparable to that of Tribal elections. Although the results of the language assessment showed less fluency than hoped, As surveys were received, the language the surveys sparked an interest in the Tribal assessment coordinator entered data into community, and people are talking about KLAHOMA online survey software. The results showed language revitalization. Attendance at O more drastic language loss than expected: language classes increased. 88-94 percent of respondents answered “no ability” when asked about their capacity to Additionally, community members have understand, speak, write, and read Cayuga. shown greater interest in participating in However, the majority of respondents cultural events such as youth summer camp, indicated it is important to learn the social dances, and ceremonies. The surveys language and expressed interest in a also reached Tribal membership outside of language preservation program. At the end the Tribe’s service area; these members have of the project, the language assessment not had access to language resources in the coordinator compiled the results, presented past, and many now are more involved with to the Tribe’s General Council, and shared and connected to the Tribe. For the Tribe’s findings with the community through the faithkeepers, the survey brought awareness Tribal newsletter. Staff will continue to of needs in the community. collect surveys and update results. The project director reported he expects all The second objective was to collect at least nine partnerships formed during the project 25 recordings of Cayuga speakers. The to continue, helping to sustain language language assessment coordinator recorded, revitalization efforts. For example, the edited, and archived 28 interviews with Seneca Nation offered Tribal Elders; the interviews are housed on resources and curriculum materials, and the the Tribal library’s server. The Tribe Six Nations of Canada will provide Cayuga developed an archiving policy to dictate how language consulting. The existing the library will disseminate digital recordings will help those with dormant recordings; to address Elder concerns fluency remember the language, and will regarding the sensitive information shared, preserve the language and culture for future the server is password protected and only generations. Tribal members will have access to the This project was an important first step, recordings. Although many Elders were sparking discussion about language reluctant to participate due to “dormant revitalization and raising awareness that fluency” and the taboo of recording the Tribal members have a responsibility to language, project staff built trust with the carry the language forward.

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CONFEDERATED TRIBE OF SILETZ INDIANS

OREGON

Project Title: Siletz Tribal Language Project

Award Amount: $305,174

Type of Grant: Native Languages

Project Period: Sept. 2008 - Sept. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT tribe has offered community language classes since the inception of the Siletz  3 jobs created language program in 2003. Since the tribe  2 Native American consultants hired does not have a language curriculum, it has had difficulty providing classes to school-  12 elders involved age children.  281 youth involved PURPOSE AND OBJECTIVES  $128,473 in resources leveraged The purpose of the project was to build the  1 individual trained tribe’s capacity to provide language

 12 partnerships formed instruction, by developing and testing curriculum modules, teachers’ guides and  1 language survey developed teaching materials, and electronic tools for  28 language surveys completed instruction. The project focused on developing curricula for school-age  8 language teachers trained children, increasing the language learning  7 native language classes held audience, and sharing the Siletz culture and language with the tribe’s youngest members.  281 youth increased their ability to speak a native language The two-year project included three objectives. The first objective was to  14 adults increased their ability to speak a native language develop a curriculum package for students from Head Start to fifth grade that included BACKGROUND 48 separate lessons. The curriculum The Confederated Tribe of Siletz Indians is developer and Siletz Tribal language a federally recognized tribe located in director, along with an advisory group Oregon. Since 1970, the tribe has lost an comprised of tribal elders, worked together estimated 90 percent of its language to develop an easy-to-use curriculum that speakers, with currently only seven speakers could be integrated across subject areas and remaining in the Siletz community. The would meet state curriculum standards. To

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complete this objective, project staff teachers in the proper utilization of the assessed teachers’ prior knowledge of Siletz materials. They also conducted student culture and language, researched Siletz assessments as a means to test the efficacy language acquisition, developed classroom of the curriculum. activities for each grade level that included OUTCOMES AND COMMUNITY IMPACT teacher instructions on how to implement the activity, and composed songs and stories Siletz Tribal Language Project staff in the Siletz language to reinforce classroom produced a comprehensive curriculum with

OREGON instructional activities. Elders and teachers 190 lessons developed for students in Head reviewed all curriculum units. Following Start through fifth grade, as well as a the review, project staff adjusted the website that enables students and curricula accordingly and finalized 190 community members to learn from home. lessons, greatly exceeding the originally Utilizing the curriculum and other tools planned 48 lessons. created during the project period, the team was able to share the language and culture of Objective two was to develop instructor the Siletz people with 281 children in the guides and teaching materials, including community. According to staff, the project media files. Utilizing resources gathered has contributed to a notable increase in the during the curriculum development phase, cultural pride of participating students, and project staff produced instructional materials teachers at the tribal school have expressed a for teachers, including audio and video files sense of rejuvenation. The children often to be used as resource tools both in the took these lessons home, helping to instill a newly developed curriculum and on an greater sense of pride and cultural awareness interactive website supporting language in their families. Awareness of the language learning at home. Despite challenges with program and interest in learning the the network server, the project team was language also has increased among able to develop the website and produce 116 community members, as evidenced by a 10 media support files for use in the percent increase in community language curriculum. The website will house all class attendance. components of the Siletz Tribal Language Project, allowing the curriculum to be completely portable and accessible to tribal “We have taken the first step in sharing members across the world. the language with our children, whom will in turn share the language with The third objective was to test the their children.” curriculum with teachers. To accomplish Cova St. Onge, Language Coordinator this, project staff observed and tested

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CONFEDERATED TRIBES OF THE GRAND RONDE COMMUNITY OF OREGON

OREGON

Project Title: Grand Ronde Chinuk Wawa Immersion Project

Award Amount: $671,460

Type of Grant:

Native Languages (EMI)

Project Period: Sept. 2008 – Sept. 2011

Grantee Type: Tribe

individual tribe was linguistically and culturally distinct, resulting in seven PROJECT SNAPSHOT languages composed of at least 25 dialects. Presently, Chinuk Wawa is the only  3 full-time equivalent jobs created surviving native language of the Grand  5 elders involved Ronde community, and is a source of pride

 124 youth involved for CTGR and its members. Its use had steadily diminished since the 1920s, but  $69,817 in resources leveraged CTGR’s Chinuk Immersion Program has  14 individuals trained helped the language resume a prominent role in the Grand Ronde community.  8 partnerships formed Specifically, immersion offerings for pre-  7 language teachers trained school and kindergarten students have demonstrated considerable success.  80 youth increased their ability to speak a native language PURPOSE AND OBJECTIVES

 7 adults increased their ability to speak a The purpose of this project was to expand on native language the tribe’s language preservation efforts by offering a greater number of immersion  3 people achieved fluency in a native language classes to kindergarten, pre-school, and elementary school students. The first BACKGROUND objective was comprised of three parts: 1) to The Confederated Tribes of the Grand provide 1,860 hours of Chinuk Wawa Ronde Community of Oregon (CTGR) language immersion instruction to 15 Reservation is located in northwest Oregon, kindergarten students; 2) to have all 15 in the foothills of the Coast Range students reach Level 2 language proficiency, Mountains. CTGR is composed of more and; 3) to provide 90 hours of after-school than 20 tribes and bands whose traditional immersion instruction to at least 30 children. lands included regions throughout western An average of eight kindergarteners Oregon and northern California. Each participated each year, and by the end of the project, staff exceeded the goal by providing

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3,360 hours of immersion instruction. In specific vocabulary for the new curricula,

addition, staff provided 3,766 hours of such as fishing and hunting. By the end of instruction to pre-school students, and 182 the project, Mr. Zenk had provided 50 hours hours to students in the after-school of training to seven teachers, significantly language program. After-school sessions exceeding the original goal. took place once a week for one hour at a OUTCOMES AND COMMUNITY IMPACT time. Approximately 30 students participated in this portion of the program Student participants developed their ability OREGON each year, and most were involved for all to speak and understand Chinuk Wawa, and three years. Students typically started at received an opportunity to connect with their Level zero and staff were successful in native culture in a meaningful way. Through helping the vast majority of participants this experience, students increased self- reach Level two by the end of the project, esteem, academic focus, and sense of indicating proficiency in basic vocabulary, cultural identity. For example, Travis phrases, and sentences. Stewart, who works for the tribe as a cultural specialist and has an eight-year-old Staff gave all students pre- and post-tests to daughter who participated in the program, measure progress in each of the subject stated that being exposed to another areas, such as colors, shapes, and animals. language helped his daughter focus and be Pre- and post-tests were scored on a five- attentive to other subjects in school. He point scale, and the vast majority of students added that studying Chinuk has sparked her demonstrated significant progress. Most interest in her culture and her people’s students began each subject area with scores history, and he feels that this language ranging from 0.5 to 2.0, and finished with program has played an important part in scores of 4.0 or higher, which roughly bringing together other activities to maintain equates to Level two proficiency. All cultural vitality. Another parent of two students received annual oral assessments, children in the program, Luhui Whitebear, and kindergarten and after-school students stated, “Everything in the program is native- also received annual written assessments. based. My kids were both really into it— Participants in all facets of the program activities were age-appropriate and fostered progressed at least one full point from pre- a strong sense of engagement for the kids. test to post-test. Classes provided a good sense of stability, The second objective was comprised of two and my kids did better in other areas of parts: 1) to create or enhance seven school and have been more involved with geographically and culturally relevant other cultural activities since being in the subject units each year, and; 2) to provide 30 program.” Through enhancing the language hours of training on curriculum proficiency of these young students, the implementation to at least four Chinuk project has resulted in increased knowledge language instructors. Project staff and use of Chinuk Wawa that will augment successfully created seven new curriculum the language’s presence in the Grand Ronde units and trained seven Chinuk instructors in community for years to come. the new curriculum via master/apprentice instruction with master Chinuk speaker “This language program has been a key Henry Zenk. Master/apprentice sessions cog in the machine, and without it, so took place weekly, for at least one hour per many other important cultural activities session. Training topics included book wouldn’t happen.” translation, immersion methods, and subject- Travis Stewart, CTGR Cultural Specialist

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CONFEDERATED TRIBES OF COOS, LOWER UMPQUA, AND SIUSLAW INDIANS

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Project Title: Hanis Coos Language REGON Education Development Project

Award Amount: $268,853

Type of Grant: Native Languages

Project Period: Sept. 2009 – Aug. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT The Committee chose to first develop additional materials for Hanis Coos, and  1 full-time equivalent job created then use the Hanis Coos curriculum as a  7 Elders involved model for developing Siuslawan and Miluk Coos curriculums in later years. While  13 youth involved some learning materials for the Hanis Coos  $5,960 in resources leveraged language existed, materials were only in

 6 partnerships formed hard copy and lacked progressive lesson plans. Many Tribal members also requested  29 Native language classes held a distance-learning program for learning the BACKGROUND language. The Confederated Tribes of Coos, Lower PURPOSE AND OBJECTIVES Umpqua, and Siuslaw Indians (CTCLUSI) The project purpose was to develop are made up of four bands: Hanis Coos, CTCLUSI’s capacity to launch a Miluk Coos, Lower Umpqua Tribe, and comprehensive language education program Siuslaw Tribe. The Tribal service area for Hanis Coos. The first objective was to includes Coos, Lane, Lincoln, Douglas, and develop a first year Hanis Coos curriculum Curry counties in South-central Oregon. for all ages to use as a template for the There are over 900 members in the development of further curriculums. The confederated Tribes, with three Native project staff included the Cultural languages spoken—Hanis Coos, Siuslawan, Department director, his assistant, and a and Miluk Coos. In 2008, Tribal members linguist with over 10 years of experience developed a CTCLUSI strategic plan studying and preserving Hanis Coos. identifying the Tribes’ core values. During Together, they drew on existing Hanis Coos the planning process, Tribal members research to develop a series of lesson plans, expressed the importance of a covering topics such as phonetics, greetings, comprehensive language program for all key vocabulary, family terms, grammar, and three languages to the Cultural Committee cultural activities to accompany vocabulary and Cultural Department. learning. From these lesson plans they

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produced a summer school curriculum and a According to the Cultural Department first year curriculum with accompanying director, learning the Hanis Coos language audio CDs. The team also expanded the has had a healing effect on Tribal members Hanis Coos vocabulary list by 700 words, suffering from the historical trauma of bringing the total number of words on the removal, termination, and loss of ancestral

list to 1,000. territory. Revitalizing old traditions such as REGON The second objective was to create naming ceremonies, nightly storytelling, and O organizational infrastructure to provide the medicinal plant identification has restored a Hanis Coos language program to 45 children sense of identity and pride. In addition, and 25 adults. Project staff implemented the being able to speak Hanis Coos has curriculum in the classroom and summer increased Tribal sovereignty, as Tribal culture camp programming for youth as it leadership now conducts opening was being refined. Over the course of the ceremonies in Hanis Coos rather than Chinook, the historical language of project, staff taught 29 language classes to commerce in the region. Furthermore, youth, which included vocabulary and grammar relevant to the seasonal, cultural enhanced recordings of Hanis Coos songs, calendar. Youth also participated in field 1930s wax cylinder recordings of the trips with the Natural Resources Department language, and ethnographic research of the and learned how to harvest traditional food, Tribe’s leading linguistic scholar also are such as camos and wapeto. available on the website, preserving the cultural history of the Hanis Coos people. Project staff created materials for distance learning, as well. Ten Elders received hard Youth learned vocabulary experientially as copies of the curriculum with accompanying they harvested plants and explored the CDs in the mail, and 42 adults and youth natural surroundings. According to the accessed the curriculum via a Hanis Coos project director, this was an excellent way to website created by the project’s IT learn the language, as much of the specialist. vocabulary and cultural expressions are based on the geography and natural world of The third objective was to produce a high- Oregon’s south-central coast. quality CD featuring Tribal members Young people impressed community singing and playing traditional songs. The Cultural Department director purchased members with their performance of Hanis software for recording and scoring music, songs at the solstice and salmon festivals, and hired a music coordinator to develop the feather dance, and canoe runs. The project CD. As advised by the Culture Committee, director said they were thrilled to learn the the music coordinator began the recordings songs, and absorbed cultural lessons within with a round song, a friendship song, and a the lyrics and melodies. gambling song. The children also learned Most importantly, parents engaged in the blessing songs appropriate to open Tribal project by participating in 4 days of the government ceremonies. By the end of the summer camp, and they are bringing the project, the team recorded and produced a language lessons home. As the younger CD with eight songs, and loaded 60-80 wax generation of parents learns the language, cylinder recordings of songs from the early they pass it on to their children, ensuring 1900s onto the website. new generations will continue to value and use Hanis Coos. OUTCOMES AND COMMUNITY IMPACT

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LOWER BRULE COMMUNITY COLLEGE

SOUTH DAKOTA Project Title: Professional Instructor Project

Award Amount: $563,131

Type of Grant: Native Languages

Project Period: Sept. 2007 – Sept. 2010

Grantee Type: Tribal College

PROJECT SNAPSHOT Lower Brule Sioux Tribe, has worked with the tribe and community partners to operate  6 jobs created the Lakota Language Project to foster the  2 Native American consultants hired development of curricula for all educational programs on the Lower Brule Reservation.  6 elders involved PURPOSE AND OBJECTIVES  290 youth involved The purpose of this project was to certify  $6,026 in resources leveraged Lakota language instructors for the Lower  4 individuals trained Brule education system, create a K-12

 24 partnerships formed Lakota language curriculum meeting state and national standards for language  4 language teachers trained instruction, and promote Lakota language  1,320 native language classes held and culture in the Lower Brule community.

 185 youth increased their ability to speak The first objective was to increase the a native language number of Lakota speakers working in the Lower Brule education system by at least  5 adults increased their ability to speak a four individuals. In year one, the project native language attempted to raise the fluency levels and BACKGROUND provide teacher training instruction for The Lower Brule Sioux Tribe has 2,502 seven individuals, four of whom served as members, 1,092 of whom reside in and paid student teachers and three as unpaid around the Lower Brule Sioux Reservation, language learning students. After the first located 60 miles southeast of Pierre, the year, however, the three unpaid trainees state capital. The people of the Lower Brule dropped out of the program. Fortunately, Sioux Tribe were once part of the Sicangu the four student teachers remained in the Lakota, which also included the Upper program over the next two years, working Brule, or Rosebud Sioux. with the project coordinator and three community elders to increase their fluency. Since 2005, Lower Brule Community These four trainees also worked to complete College (LBCC), the tribal college of the required teacher training courses, pass the

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South Dakota teaching examination, and caroling, floats, food, and drink, attracting receive certification as Lakota language hundreds of people from around the instructors in the South Dakota school reservation. At all of the cultural events, system. During the project period, each of project staff used and encouraged the use of the interns dedicated hundreds of hours to the Lakota language. teaching youth in the Lower Brule school OUTCOMES AND COMMUNITY IMPACT system, providing 1,320 classes to 290 youth. Before the project, the Lower Brule Sioux Tribe had no educators in the Brule dialect The second objective was to create a K-12 of the Lakota language and no language Lakota language instructional curriculum curriculum for K-12 students. At project’s authenticated by community elders that met end, there were four trained, certified, the state of South Dakota’s World Language experienced, motivated, and skilled

Standards and federal standards for language educators, all capable of making Lakota SOUTH DAKOTA SOUTH instruction. To accomplish this, project language classes meaningful and accessible staff, including the four interns, the project to youth on the Lower Brule Reservation. coordinator, and three elders, created Two of the four educators currently teach in sequenced, copyrighted curricula for four the Lower Brule school system, and all four different learning levels: 1) kindergarten will be teaching in 2011; three in the Lower through third grade, 2) fourth through eighth Brule system and one in the nearby Crow grade, 3) beginning high school, and 4) Creek system. The four new teachers have advanced high school. Along with the four sequenced, authenticated curricula for curricula, they created various teaching aids, students of varying levels, with textbooks, including flash cards, games, conjugation workbooks, and teaching aids to assist them and vocabulary posters, activity books for in the delivery of their lessons. younger students, and verb conjugation and sentence structure booklets for older The new teachers already have re-energized students. The team also produced three the Lower Brule school system’s language CDs, two on vocabulary and pronunciation, program. Through hundreds of classes, they and one on verb and systems. have enabled 185 youth to increase their Lakota language proficiency in speaking, The third objective was to provide activities listening, reading, and writing. Along with preserving and promoting the Lower Brule the project coordinator, elders, and other key dialect of the Lakota language and Lakota staff members, the teachers also have helped culture specific to the Lower Brule Sioux foster a greater understanding of local Tribe. Project staff, borrowing ideas and Lakota culture for Lower Brule youth and advice from participating elders, hosted members of the community at large. various gatherings, including social dances, bingo events, tinpsila picking days for Boys “Pre and post tests for our K-12 kids and Girls Club youth, and a community trip show they’ve made big jumps in reading to the tribe’s Buffalo Interpretive Center. and writing, and that they’ve improved The team also held community classes on their grammar dramatically. Having and language, history, traditional food, star quilt using the Lakota font system has helped making, Lakota art and symbolism, them - and our new teachers - learn drumming, beading and quill work, and pronunciation better, too.” Lakota singing and dancing. Each year, Earl Bullhead, Project Coordinator project staff also hosted a Lakota Spirit Christmas event, with Lakota Christmas

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OCETI WAKAN

SOUTH DAKOTA Project Title: Lakota Language Learning Stations Project

Award Amount: $222,494

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2010

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT status assessment of the Lakota language on Pine Ridge Reservation. Data disclosed that  2 jobs created there is a 58 percent fluency rate for those  3 Native American consultants hired over 50 years of age, but that this rate dropped to 2 percent for those aged zero to  5 elders involved 17 years. However, staff discovered that  14 youth involved about 50 percent of Lakota youth live in a

 $19,670 in resources leveraged household with a fluent speaker. Subsequent language preservation activities  5 partnerships formed of Oceti Wakan have aimed to capitalize BACKGROUND upon this finding and relationship. Founded in 1994, Oceti Wakan is a PURPOSE AND OBJECTIVES nonprofit organization whose primary goal The project’s purpose was to develop is the preservation of Lakota culture and language learning stations for the language. The organization develops kindergarten, first, and second grade language books, CDs, and school curricula students of Pine Ridge Reservation to build to further its cultural preservation goals. a foundation in the Lakota language. The Lakota are part of a confederation of The project’s first objective was to develop seven related Sioux tribes whose Lakota 44 Lakota language learning stations for the language is one of the three major Sioux kindergarten, first, and second grade dialects. Oceti Wakan, which means classrooms in the nine elementary schools “Sacred Fireplace” in Lakota, is located on on the Pine Ridge Reservation. To complete the Pine Ridge Lakota Reservation in the objective, project staff first renovated South Dakota. The reservation is divided their offices in order to create an adequate into nine districts spread over 3,500 square space for building the language stations and miles. Approximately 30,000 enrolled tribal holding meetings with elder language members reside on reservation lands. consultants. The office renovations included In 2007, Oceti Wakan staff completed a the installation of an HVAC system, internet

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connection, roof refurbishment, and One, Year Two, and Year Three. Project renovation of Oceti Wakan’s community staff created and produced 1,000 copies of gathering space. Staff then constructed 44 the Year One and Year Two books with Lakota language learning stations which accompanying CDs, and 200 Year One consisted of a private study table, books were distributed within the headphones, microphone, and speech community. The Year Three book was machine. The speech machine utilizes designed, but as of the end of the project magnetic cards which allow users to hear a period, the book and CD had not been sentence in Lakota, and then record and produced. listen to their own iteration. Project staff OUTCOMES AND COMMUNITY IMPACT produced three sets of 72 magnetic audio cards for kindergarten, first, and second Through the creation of 44 language grade language learners, which will enable learning stations and two levels of phrase

these classrooms to focus on two phrases a books, Oceti Wakan has laid a solid SOUTH DAKOTA SOUTH week for a period of 36 weeks. foundation for intergenerational Lakota language learning both inside and outside of Staff formed a group of five elders and 14 the classroom. Indeed, the Wounded Knee youth at the Wounded Knee Cultural Center School District already has installed three to ensure that the language stations were language stations and has committed to their easy to use, culturally appropriate, and use in the upcoming school year. grammatically correct. Once the pilot phase was completed, staff delivered three learning The activities of this project also have stations to Wounded Knee Elementary created adequate and suitable space for School for use in the upcoming academic Oceti Wakan and the surrounding Pine year. Staff also distributed the learning Ridge community to conduct ceremonies, stations to classrooms of kindergarten, first, offer community services, and continue their and second grade students at four additional Lakota language preservation and schools, reaching approximately 500 revitalization efforts. students. To sustain project momentum, Oceti Wakan The project’s second objective was to will continue to solidify their partnerships develop three books with an accompanying with the reservation’s nine elementary CD of the Lakota phrases developed under schools and work to involve elders in the the project’s first objective. The books were elementary school classrooms in order to divided into three learning levels: Year further their language revitalization efforts.

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RURAL AMERICA INITIATIVES

SOUTH DAKOTA

Project Title: Assessing Native Languages in He Sapa Project

Award Amount: $99,998

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2010

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT PURPOSE AND OBJECTIVES

 1 job created The project’s purpose and only objective was to assess the status of native languages  4 elders involved within the Native American community of  2 youth involved Rapid City through the collection of data from a representative sample of at least 10  $7,900 in resources leveraged percent of the adult population. To  10 individuals trained complete the objective, project staff

 7 partnerships formed convened a series of focus groups with community members to develop a  1 language survey developed comprehensive and culturally-appropriate  1,848 language surveys completed language assessment survey. Staff piloted the survey with 200 Native American BACKGROUND students to evaluate comprehension and ease Rural America Initiatives (RAI) is a of use. Staff then hired and trained five nonprofit organization based in Rapid City, community members to assume surveying South Dakota. Formed in 1986, RAI responsibilities. provides a wide range of social services to The surveyors collected completed the 19,000 Native Americans living in Rapid assessments through community events, City and the surrounding area of Pennington door-to-door canvassing, and by staffing County. RAI’s service population is tables at partners' buildings. Overall, approximately 60 percent Oglala Lakota surveyors amassed over 1,800 surveys that from the Pine Ridge Reservation, 30 percent were deemed usable for data analysis Sicangu Lakota from the Rosebud Sioux purposes. Eighty-three percent of survey Reservation, and 10 percent from the respondents were from the Lakota tribe, and Cheyenne River Reservation. In 1990, RAI the average age of respondents was 34 for began overseeing the area's Head Start and males and 35 for females. Early Head Start programs for low-income Native American children. Initial data analysis indicated an annual language loss rate of 11.1 percent and an

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estimate that by the year 2050 less than 1 participate in the subsequent assessment and

percent of the Rapid City Native American analysis. population will be speakers of their native RAI leaders now have clear, current, and language, if the current loss rate continues. accurate information about the language Further data analysis also revealed that 1.5 status, program needs, and rate of language percent of adults under the age of 40 and loss within their community. Therefore, a 32.1 percent of adults over the age of 50 foundation for appropriate policy reported that they are fluent in Lakota. In implementation and project development has addition, over 90 percent of the survey been built successfully by the work of this respondents believe that the Lakota project. The report produced from analysis language is worth saving, and 83.9 percent of the survey forms the collective of of the respondents would be interested in Rapid City’s Native American community,

SOUTH DAKOTA SOUTH taking Lakota language classes. and it will direct RAI in the development of RAI presented an analysis of the survey its language preservation projects. Finally, results in a report, which included an and perhaps most importantly, the executive summary of major findings. RAI completed plan provides the needed then printed 500 copies of the executive foundational data for all future grant summary and distributed it within the applications and language development community. initiatives of RAI. To sustain the project’s momentum, RAI OUTCOMES AND COMMUNITY IMPACT staff will continue to strengthen the For the Rapid City Native American partnership network developed during community, participation in the language project activities in order to learn best survey fostered an environment of practices and acquire resources on language empowerment, as it provided them with the preservation methods. opportunity to craft the language survey and

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RED CLOUD INDIAN SCHOOL, INC.

SOUTH DAKOTA Project Title: Mahpiya Luta Lakol Waimspe Wicakiyapi - Teaching Lakota to Red Cloud Students

Award Amount: $302,229

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2011

Grantee Type: Native Nonprofit

level of high school students. Over the PROJECT SNAPSHOT years, however, these courses have not  8 full-time equivalent jobs created succeeded in creating fluent speakers.

 20 elders involved In 2006, there were roughly 6,000 fluent Lakota speakers. The average age of these  300 youth involved speakers was 65. In 2008, to stem the loss of  $291,208 in resources leveraged the language and encourage fluency and use

 51 individuals trained among youth, RCIS educators began working with University’s American  25 partnerships formed Indian Studies Research Institute (AISRI) to  7 language teachers trained develop a K-12 curriculum. In academic year 2008-09, they developed a basic  300 youth increased their ability to speak template for the curriculum, outlining a native language learning concepts, sequences, and activities,  25 adults increased their ability to speak and created pilot materials for grades five- a native language six and high school level one. BACKGROUND PURPOSE AND OBJECTIVES Red Cloud Indian School (RCIS), founded The project’s purpose was to expand RCIS’s in 1888 on the Pine Ridge Indian Lakota language revitalization efforts Reservation, serves students in grades K-12. through further curriculum development and Though RCIS is not affiliated with the tribal language teacher training. The first objective government or tribal schools, 99 percent of was to develop, test, and revise curricular students are Lakota youth from Pine Ridge. materials for grades K-two, seven-eight, and Due to the distressed economic conditions, high school levels two-three, and to test and RCIS does not charge tuition, and there is a revise curricula made previously for grades long waiting list for enrollment. RCIS five-six and high school level one. RCIS faculty have been teaching the Lakota staff and AISRI partners, including linguists language for over 40 years, with classes and curriculum development consultants, required for all K-eight students and one

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began by reviewing the curriculum template using active language techniques, the new

created for the pilot materials, ensuring it curricula, assessment strategies, and other was logically, thoroughly, and interestingly topics. AISRI maintained an on-site arranged to present Lakota language coordinator in Pine Ridge for the duration of structure and functions to K-12 youth and to the project, ensuring that training met the facilitate the development of reading, needs of the RCIS staff, and that teacher writing, speaking, and listening skills. feedback was incorporated into the new curriculum. In August of each year, teachers

DAKOTA Using this template and carefully considering how to sequence the K-12 took part in an intensive three-day training curriculum, the project team reviewed and workshop, and six teachers travelled to the revised previously-created materials and AISRI program office in Indiana for training developed new textbooks, teachers’ in March of each year.

manuals, teaching aids, assessment tools, OUTCOMES AND COMMUNITY IMPACT SOUTH SOUTH and multi-media materials over the next 18 RCIS Lakota language teachers have months. All units included grammar points expressed strong satisfaction with the new and practice activities, incorporated grade- curriculum; it gives them a structure, level appropriate content areas on history activities, and assessment tools, and eases and culture, and featured artwork from local the daily worry of creating lessons and artists. Multi-media materials included searching for resources. The curriculum’s themed flash cards; an online dictionary; an thoroughness, accessibility, affirmation of animated reading lesson series based on the Lakota culture, and use of modern teaching story of an Oglala Lakota brother and sister; techniques and multimedia tools encourage and interactive online vocabulary activities. students to be more interested in learning, The team also developed a Lakota language add credibility to the classes, and enhance keyboard for both PC and Mac. This gave the position of teachers. students and staff a common writing system, consistent with the one selected for the texts, According to Robert Braveheart, the RCIS for learning and teaching Lakota. By superintendent, “Students have higher project’s end, the team finished the curricula quality Lakota language curricula than ever for kindergarten, grades five-eight, and high before, are becoming less shy about learning school levels one-two, and 90 percent of the and using the language, and are using it in a high school level three curriculum. The wide range of settings. Our language team curricula for grades one-two were 30-40 had the most improved and highest language percent complete. Over 300 students from scores at the Lakota Nation Invitational. We grades five-eight and high school levels one- have a basketball coach who uses Lakota on two used the new curriculum during the the court with the kids. Teachers—not just project, and the team made changes based language teachers—are requiring kids to use on student and teacher feedback. Lakota to get hall passes. Parents and grandparents report that their kids are asking The second objective was to provide training more questions about the language. The to RCIS Lakota language teachers in current project has given them hope that the whole language teaching techniques, preparing reservation community will benefit, and that them to effectively utilize the new curricula. our language and culture will be preserved.” To do this, AISRI staff provided ongoing short teaching demonstrations, one-on-one RCIS received a new ANA grant to finish consultation, in-class interaction, and small the K-12 curriculum, and is on target to group training to seven RCIS teachers on complete these efforts by September 2013.

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CONFEDERATED TRIBES OF THE CHEHALIS RESERVATION

WASHINGTON

Project Title: Chehalis Language Program

Award Amount: $131,306

Type of Grant: Native Languages

Project Period: Sept. 2009 - Sept. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT students in 2006 to 45 in 2008. An average of three to four classes is held every week,  1 job created with at least 12 people in attendance at each  5 elders involved class.

 10 youth involved Though many tribal members regularly attend classes, none had attained language  $8,586 in resources leveraged fluency prior to this project. According to  9 partnerships formed the language program staff, Chehalis

 1 language teacher trained language students who grow up speaking English find it very difficult to produce the  8 native language classes held complex sounds of the Chehalis language  80 youth increased their ability to speak and to form structurally correct sentences. a native language PURPOSE AND OBJECTIVES  5 adults increased their ability to speak a The purpose of this project was to preserve native language the Chehalis language through master-  1 person achieved fluency in a native apprentice immersion sessions, pairing a language fluent speaker (master) with two apprentices committed to learning the language of the BACKGROUND tribe, and to use training gained through this The Chehalis Tribe has offered beginner process to enhance knowledge of the level language classes to tribal members for language in the broader community. the past eight years; the classes are provided Three individuals collaborated to implement for members of all ages, including children this project: the tribe’s Language Program enrolled in Head Start. The tribe’s only Director, who became an apprentice of the remaining fluent elder speaker and the last fluent speaker and created Chehalis tribe’s Language Program Director, who lesson plans; the Cultural Heritage Program began this project as an advanced beginning Coordinator, who was to become an level speaker, both teach these classes. The apprentice; and a fluent tribal elder, who tribal community has been very supportive, taught the Chehalis language to the two with enrollment steadily rising from 28 apprentices in a master-apprentice

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immersion setting. to teach the Chehalis language to children in

Because the tribe’s lone fluent speaker was the tribe’s Head Start program four times a in her late eighties, project staff deemed it week. Moreover, he formed a partnership important to spend as many hours with her with the tribe’s after-school program, so as possible. Objective one was to increase language classes could be held for interested the number of fluent speakers from one to children. Through these efforts, five three by the end of the project. To children attended regular classes, and five accomplish this, the Language Program increased their fluency level from beginning Director and the Cultural Heritage Program to advanced-beginning. Coordinator became language apprentices to OUTCOMES AND COMMUNITY IMPACT the fluent elder. Unfortunately, due to a While the project goal of increasing the WASHINGTON demanding work schedule, the Cultural number of fluent speakers to three was not Heritage Program Coordinator could not met, the state of Chehalis language participate to the degree intended, and a preservation has improved with the addition community member stepped in to fill the of one fluent speaker and one nearly fluent role of apprentice. Moreover, due to health speaker. The five participating students problems, the fluent elder was able to demonstrated increased enthusiasm, interest, contribute only six hours per week instead and commitment, all of which bode well for of the 10 originally intended. Despite this the future of the language. abridged schedule, the Language Program Director and the community member According to Dan Penn, the Chehalis Tribe significantly developed their ability to speak Language Program Director, the project has Chehalis. served its purpose in helping to increase the likelihood of preserving the language. The The second objective was for 10 students to community now has two young individuals advance their Chehalis speaking level from that can speak the Chehalis language, both beginning to the advanced-beginning level. of whom are committed to teaching the next Utilizing knowledge gained through master- generation. Inroads have been made with apprentice sessions, the Language Program the Head Start program, and the youth Director developed lesson plans for exposed to the Chehalis language through implementation in language classes with this project are taking a greater interest in children. Because the director did not have learning the language. The tribal a teaching certificate, however, attendance government has acknowledged the success to these classes could not be required by of the project by committing funding for a Washington state law and was therefore low. teaching position for next year. The Language Program Director did manage

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CONFEDERATED TRIBES OF THE CHEHALIS RESERVATION

WASHINGTON Project Title: Chehalis Language Canoe Program

Award Amount: $214,552

Type of Grant: Native Languages

Project Period: Sept. 2007 – Jan. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT One of these is the carving of traditional shovel-nosed canoes; few remaining elders  1 job created possess the knowledge to make the canoes.  7 elders involved PURPOSE AND OBJECTIVES  143 youth involved The purpose of the project was to bring the  $15,000 in resources leveraged shovel-nose canoe back to the Chehalis Reservation through language-centered  3 individuals trained activities.  14 partnerships formed The project’s first objective was to collect  3 language teachers trained information on traditional vocabulary used

 96 native language classes held during canoe and paddle carving activities, and plan and develop language learning  143 youth increased their ability to speak activities to ensure students gained greater a native language fluency to communicate at home and in the  31 adults increased their ability to speak community. This objective, however, was a native language beset with challenges in the first quarter, as regional floods hit the reservation and the BACKGROUND tribe’s single fluent elder was hospitalized The Confederated Tribes of the Chehalis for an injury. These events forced the (Chehalis Indian Tribe) are located on a project director to cancel classes for several 4,215 acre reservation in rural southwestern months and limited the extent to which the Washington, 29 miles south of Olympia. project could prepare materials and lessons. There are 661 people on the reservation, The project director adapted to this by including 439 enrolled tribal members. visiting the injured elder and developing Though the tribe’s total enrollment is 728 seven lesson plans where she was people, there is only one remaining Chehalis recuperating. Late in the project’s fourth first language speaker, a woman in her late month, however, the project director took eighties. In addition to the language, tribal another job outside the Chehalis language leaders have identified many other program, and all of the students - including traditional skills in danger of being lost. all students at an intermediate level and

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above - left the program. The tribe could students progressed well with the carving not find a new director until three months activities, producing 10 miniature canoes later, and by the end of the two-year project, and 10 ceremonial paddles during the none of the higher level students had project period. Due to the challenges faced returned. in the project’s early months, however, this Despite these difficulties, the new project objective was not completed until month 20 director began a recruitment process, using of the project, eight months behind schedule. door-to-door solicitation, mailings, and The third objective, to be completed by the emails, to bring new students, including 24th month of the project, was to make a youth and Head Start students, into the large-model shovel-nose canoe, with

program. Though only a high-beginning participants speaking and hearing only WASHINGTON level Chehalis language speaker, the director Chehalis during carving activities, in order worked with the expert elder to develop to promote and encourage Chehalis-only curriculum and materials, put together language use. Project staff and partners, lesson plans, and re-start language classes. however, including the tribe’s natural By the end of the project, he had created 10 resource department, were unable to find an distinct language poster boards, including a appropriate old growth cedar log for the Chehalis alphabet poster; developed 13 new canoe until very late in the project, with less lessons related to traditional carving and than two months remaining in the project canoeing, held 96 classes with eight to 10 period. To complete the project, the project students per class, and made efforts to re- team requested and received a no-cost assess the language needs of the community. extension, obtained the log, ensured He developed new skills in language appropriate blessings were made on the log, instruction and project management, and began work on the canoe. By the end of attending forums and language acquisition the project period, they had completed most trainings with local partners and renowned of the canoe. national organizations, bringing effective OUTCOMES AND COMMUNITY IMPACT new teaching methodologies to the Chehalis language program. Over a two-year period, project staff overcame challenges with health, natural The project’s second objective, to be disaster, turnover, and loss of project completed by month 12 of the project, was participants to revitalize the tribe’s language to implement activities in which students program and enable a new cohort of tribal and elders carved miniature shovel-nose members to understand the importance of canoes and full-size paddles, using Chehalis reviving the language and regaining lost as the primary means of communication. traditions. Project participants began to use Because the fluency level of the participants Chehalis language at home and in the was insufficient for this type of immersion community, and increased their knowledge activity, project staff instead held back-to- of and skill at making traditional canoes. back language and carving classes twice a Though they did not complete the shovel- week for an hour each, encouraging students nose canoe by the end of the period, a cohort to use language learned in each language of project participants remains committed to class during the following carving class. the carving project, and the tribe continues Though language use during carving to fund the process. sessions was lower than hoped for, the

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MAKAH INDIAN TRIBE

WASHINGTON

Project Title: Qwiqwidicciat Fluency and Literacy Project

Award Amount: $282,676

Type of Grant: Native Languages

Project Period: Sept. 2008 - Sept. 2010

Grantee Type: Tribe

PROJECT SNAPSHOT instruction for elementary, middle, and high school students. Moreover, 99 percent  6 jobs created responded positively that a Makah  8 Native American consultants hired dictionary would be useful in their household. The tribe and the community is  30 elders involved dedicated and committed to the language  245 youth involved preservation and revitalization endeavor.  $180,811 in resources leveraged PURPOSE AND OBJECTIVES  3 individuals trained The project goals were to promote Makah

 7 partnerships formed spoken fluency and literacy via language classes for all ages, with literature and audio  1 language teacher trained reinforcement for home use, and to increase BACKGROUND intergenerational use of the . The Makah Indian Tribe is a federally recognized tribe located on the Olympic The Makah Tribe developed a project that Peninsula, at the northwestern tip of included three objectives. Objective one Washington State. The Makah Language was to develop and test Makah language Program was established in 1978 to combat curricula for fourth and fifth grades. To the extreme language loss of the Makah accomplish this, project staff assembled Tribe. Currently, there are seven active fourth and fifth grade curricula based on speakers and eight passive speakers of the exhibits housed in the local Makah Museum. 1,200 tribal members that live in the Makah This, according to project staff, allowed for community. a more interactive learning experience. The curricula included three unit reviews for use Though the number of speakers has during winter, spring, and summer breaks, decreased, the community continues to promoting language interaction between desire revitalization of the language. All students and parents at home. Project staff 100 of respondents in a 2008 survey began curriculum development by supported the continuation of language identifying units for inclusion in the

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curricular guide for each grade. Makah state-certified teachers also created difficulty elders reviewed all curricular items for for objective three, resulting in less vocabulary and cultural content. The health instruction time with the middle school of some elders made it difficult for them to students. Instead of a semester-long course, participate; however, a new group of middle school instruction was decreased to a younger elders took part in the project to 10-week session; as a result, the Tribal supplement the limited time the older elders Council selected more experienced high could participate. Student assessments were school students to perform the welcoming also developed to measure student progress, speeches at the Tribal Journeys event. and as a means to measure the efficacy of Project staff indicated that while the middle the newly developed curriculum. Field school students were not able to perform the testing the curricula was a challenge in that speeches, they were encouraged to WASHINGTON there were not enough state-certified participate in the event, and most did with a teachers to teach all grade levels in the sense of pride in their cultural heritage. elementary school. Washington State law OUTCOMES AND COMMUNITY IMPACT requires teacher certification in order to teach language in a classroom. The staff The development of curricula that allows was able to rearrange the schedules of staff learning the Makah language in an with certification to test the curricula interactive way at the museum and through successfully in each grade. song and dance led to increased student interest in the Makah language. Project staff The second objective, included in both reported that the students expressed great project years, was to begin the development interest in learning in order to share their of an elementary Makah dictionary. Project knowledge of the Makah culture and staff compiled vocabulary from existing language. Media materials allowed the curricula for kindergarten through third students to practice Makah language and grade and included vocabulary from the songs at home, which resulted in further newly-developed curricula for the fourth and improvement, allowing the students to fifth grades. Project staff alphabetized participate in the Salmon Homecoming, an vocabulary for each grade level; a sentence annual event held for the people of the was formulated and an image depicting the Pacific Northwest at the Seattle Aquarium. meaning of each word was included. To Sharing their language and culture at such a determine usability of the dictionary, the large event led the students to feel a great project staff implemented field testing sense of pride. within each classroom. As a result of this project, the Makah Tribe The third objective was to develop and test made significant headway in its efforts to units for middle school Makah language preserve the language. The effort to curricula. In order for the middle school preserve the language has become students to be prepared to deliver unique community wide. A new group of elders welcoming speeches to the 50 tribes that has pledged to continue contributing to the visited during the Tribal Journeys 2010 language preservation efforts, children event, middle school students were to throughout the community have an receive at least one semester of Makah increased interest in learning the Makah language instruction. The project staff language and culture, and students have identified and developed units specific to the gained an increased sense of pride in their Tribal Journeys event. The shortage of cultural heritage.

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HOH TRIBAL BUSINESS COMMITTEE

WASHINGTON Project Title: Hoh Tribal Language Assessment Project

Award Amount: $70,269

Type of Grant: Native Languages

Project Period: Sept. 2009 – Mar. 2011

Grantee Type: Tribe

PURPOSE AND OBJECTIVES PROJECT SNAPSHOT The project purpose was to encourage  1 full-time equivalent job created preservation of the language within  15 elders involved the Hoh Tribe by assessing the status of the language and by developing the requisite  11 youth involved tribal policies and partnerships to promote  $4,400 in resources leveraged learning and understanding among tribal

 8 partnerships formed members.

 1 language survey developed The first objective was to survey the tribal community on the status of the language,  50 language surveys completed establishing a clear understanding of the BACKGROUND number of individuals who spoke the language, their level of understanding, the Located in northwestern Washington State, extent to which they use the language, and the Hoh Tribe has 230 enrolled members. their attitudes about the language. Project The tribe shares its native language, staff strove to collect baseline data to assist Quileute, with the nearby Quileute Tribe. At them in designing and implementing future the start of this project, the Hoh had only programs for restoring the language. Due to two known fluent Quileute speakers, and the poor health of the project coordinator, tribal leaders did not know the levels of most intended activities were not fluency among other tribal members. implemented during the first six months of Moreover, the tribe did not maintain an the project period. To address this problem, archive of language resources, so members tribal administrators hired a new project had limited access to information on the coordinator, who, along with a consultant, historical, traditional, and contemporary use analyzed surveys conducted by other tribes of the language. In an effort to gain a better to determine the types of survey questions to understanding on the status of the language use in the survey. Next, and to begin preservation efforts, the tribe staff developed a survey, gained approval created a language preservation program in for use from the Hoh Tribal Business 2009. Committee, and recruited two volunteers to

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help conduct the survey. By the end of the Although the project faced significant planned project period, the team surveyed delays, the project team utilized the NCE 50 tribal members, both in-person and period to complete most of the project through telephone interviews. Because staff activities. According to the project team, the did not complete the survey analysis before language assessment was the first research the project period ended, the coordinator conducted on the status of the Quileute requested and received a six-month no-cost language by the Hoh Tribe. The assessment extension (NCE). During the NCE period, provided the tribal community with a greater the project team completed the analysis. understanding of how many people in the The second objective was to identify tribe speak the Quileute language, how the

institutions and organizations in possession language is used in the community, what WASHINGTON of archives, records, documents, and were the community attitudes toward the materials depicting the Hoh tribal language language, and which language-related and culture, and to gain access to these services may be needed. materials. To accomplish this, the project By identifying and collecting language and coordinator and the consultant identified and cultural resources, the project team provided contacted various organizations known or the tribe’s culture and language committee believed to hold archives or repositories of with materials connecting tribal members such documents. Working primarily with the with their heritage and encouraging greater consultant, the tribe was able to collect and knowledge of the Quileute language. By catalogue 98 cultural resources. joining forces with a school possessing an The third objective was to develop a existing language curriculum, the team Memorandum of Understanding (MOU) provided the tribe’s language committee with the Quileute Tribal School (QTS) to with new resources. In addition to the assure access to the school’s language partnership with the Quileute Tribal School, archives and curricula. The project project staff built or strengthened coordinator met with QTS staff, developing relationships with seven additional partners. an MOU acceptable to school administrators According to the project coordinator, these and to the Hoh Tribal Business Committee. partnerships and knowledge gained through The MOU allowed the Hoh Tribe the right the project will help the committee to use to the cultural archives of the school. formulate strategies to preserve and revitalize the language and culture of the OUTCOMES AND COMMUNITY IMPACT Hoh Tribe.

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GREAT LAKES INDIAN FISH AND WILDLIFE COMMISSION

WISCONSIN

Project Title: Anishinaabe Inaadiziwin: Anishinaabe Way of Life Language Preservation Project

Award Amount: $304,294 Type of Grant:

Native Languages

Project Period: Sept. 2008 – Sept. 2010

Grantee Type: Native Nonprofit

programs taught at tribal colleges, schools, PROJECT SNAPSHOT and community centers. While the  2 jobs created Anishinaabe people still are involved actively in subsistence hunting, fishing, and  63 elders involved gathering in ways that were taught to them  22 youth involved by their parents and grandparents, the

 $21,578 in resources leveraged language of those activities is being lost as elders pass away.  6 partnerships formed PURPOSE AND OBJECTIVES BACKGROUND The purpose of the project was to develop The Great Lakes Indian Fish and Wildlife Anishinaabe language material specific to Commission (GLIFWC) represents 11 tribal hunting, fishing, and gathering. governments that reserved hunting, fishing, and gathering rights in 1837, 1842, and 1854 The objective of the project was to create an treaties with the U.S. government. The 11 interactive DVD with words and phrases for sovereign tribal governments are Fond du eight traditional hunting, fishing, and Lac, Mille Lacs, St. Croix, Lac Courte gathering activities. The eight activities are: Oreilles, Red Cliff, Bad River, Lac du Akwa’waawin (ice fishing harvest), Flambeau, Sakagon, Lac Vieux Desert, Iskigamizige (maple syrup making), Keweenaw Bay, and Bay Mills. GLIFWC Manoominike ( harvesting and provides natural resource management processing), Aggodwaagan (snaring expertise, conservation enforcement, legal animals), Asemaakewin (traditional tobacco and policy analysis, and public information use), Bagida’waa miinawaa Waswaagaanige services. GLIFWC strives to promote (spring spearing and gill net fishing), cultural awareness by infusing Anishinaabe Giiwose (traditional hunting), and Wanii’ige values, traditions, and language into its (trapping). endeavors. Anishinaabe, commonly known To create the interactive DVD, project staff as Ojibwe, is a living language with

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began with a storyboard of each activity. timing, the ease of use of the DVD, and Storyboards are a set of illustrations structure. Project staff used this information displayed in a sequence that helps audiences to identify problems with the DVD and how pre-visualize and understand the to improve the lesson format. photographs and videos that would be OUTCOMES AND COMMUNITY IMPACT placed on the DVD. The storyboard was created by speaking with experienced Through this project, students studying community members about the process of Ojibwe not only learned new words, but also traditional activities. Project staff worked learned how to undertake traditional with member tribes to identify experts in activities. Language instructors have an

WISCONSIN traditional harvesting and gathering activity. additional tool to teach the language, and tribal members have a record of how their Once the storyboard was finalized, project elders and neighbors undertake traditional staff photographed and videotaped each hunting, fishing, and gathering activities. In activity. In tandem with recording the addition, the general public, by going activity, project staff worked with the through this DVD, can learn Ojibwe GLIFWC language committee to create vocabulary and about the cultural element of activity scripts. The GLIFWC language the traditional harvest. Furthermore, an committee is made up of 11 elders and unanticipated benefit of this project was the Ojibwe speakers from each of the GLIFWC identification of words and terms that were member tribes. While all the GLIFWC not part of the Ojibwe dictionaries and member tribes are traditionally Ojibwe current lexicon. For example, the Ojibwe speakers, there are 15 different dialects. For term for ice fishing, Akwa’waawin, was not example, in one community “house” is well known. The DVD re-introduces these translated as “waakaa’igan,” in another words and terms into the current lexicon and community it is “waakaaygan,” and in the preserves them for future generations of third community it is “wiigwaam.” To help Ojibwe learners. mitigate this challenge, the DVD features five dialects chosen based on the dialect of Demonstrating GLIFWC’s commitment to the tribal member recorded. the preservation and sharing of the Ojibwe language, the organization leveraged After the activity was photographed and the internal funds to produce 8,000 DVDs for language recorded, project staff created the distribution to the member tribes and for DVD. The DVD is interactive; for example, sale at the GLIFWC Public Information a user hovering over a turtle icon hears an Office. Ojibwe sentence; left clicking on the turtle allows the user to read the sentence in “The words and sentences on the DVD Ojibwe; and right clicking on the icon gives are not used every day so they are in the English translation. danger of being lost. By doing this Prior to completing the DVD, the project project, the language speakers are staff presented it to teachers and speakers thinking about these words again.” for feedback. Language students went Jim St Arnold, Project Director through the DVD to determine appropriate

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LAC DU FLAMBEAU OF LAKE SUPERIOR INDIANS

WISCONSIN

Project Title: Broadcast Ojibwe to Increase Achievement

Award Amount: $402,631

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2011

Grantee Type: Tribe

PROJECT SNAPSHOT threatened, the particular Waaswaaganing dialect is in peril, with only one remaining  3 full-time equivalent jobs created elder who is fluent. Without strategies in  6 elders involved place to bolster Waaswaaganing learning amongst the younger generation, the future  68 youth involved of the dialect is at risk.  7 partnerships formed PURPOSE AND OBJECTIVES  2 language surveys developed The purpose of this project was to remove  100 language surveys completed barriers to Waaswaaganing Ojibwe language

 1,026 native language classes held learning, particularly amongst tribal youth and individuals who live remotely. The first  300 youth increased their ability to speak objective of the project was for project staff a native language to create 36 distinct Ojibwe language  200 adults increased their ability to podcasts, representing key language topics speak a native language as identified by local elders. These podcasts were to be broadcast and available for free BACKGROUND download to a minimum of 2000 online The Lac du Flambeau Band of Lake subscribers. The target audience included Superior Indians Reservation is located in Lac du Flambeau public school and Head the northeast portion of Wisconsin, Start students and staff, tribal employees, predominantly in Vilas County. There is a Lakeland Union High School students and total enrollment of 3,057 band members staff, and nonresident tribal members. with approximately 1,608 residing on the Unfortunately, there was a six-month delay reservation. Prior to this project, the tribe’s in hiring key personnel, so project staff were Ojibwe language program catered to those not able to reach the original goal of 36 who resided on or near the reservation, and podcasts, instead creating 24 over the individuals living remotely were typically remaining 18 months. Every podcast was unable to participate in language learning comprised of a short story based on a because instruction was conducted in distinct, culturally relevant topic of interest person. Although the Ojibwe language is not such as food, nature, and traditional cultural

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activities. Project staff obtained input from proficiency rate of 90 percent on post-tests, six tribal elders regarding the content of thereby exceeding the goal and these lessons, and included 20 new terms demonstrating significant language learning. and 10 new phrases in each one. To make OUTCOMES AND COMMUNITY IMPACT the podcasts universally available, project staff created a domain space and uploaded The student participants at Lakeland Union all of the podcasts to: High School significantly increased their www.ojibewelanguage.podomatic.com. ability to speak, understand, read, and write

WISCONSIN Ojibwe while learning through an engaging Podomatic is a free hosting site for podcasts; new format that utilized cutting edge learners will be able to access the podcasts technology. Students had a chance to after the project ends. In order to promote reconnect with their native culture, which participation and collect feedback from increased their self-esteem and native pride. subscribers, staff created a Facebook page Consequently, the school now has more that linked directly to the Podomatic site. engaged and resourceful native students Feedback was overwhelmingly positive, and which, according to Lakeland Union the project’s Facebook page eventually teachers, has promoted appreciation of garnered 1,186 “likes.” By project’s end, different cultures within the school. staff significantly exceeded the goal of 2,000 subscribers, with a total of The resources created through this project approximately 3,500, including subscribers will result in sustained benefits for students in unexpected regions such as Alaska, and remote language learners. The PDF Canada, Australia, New Zealand, and China workbooks will continue to be used by the (subscribers’ locations were gleaned from IP school in its Ojibwe classes, and there is no addresses). expiration on Podomatic uploads, so the podcasts will remain a free, lasting resource The second objective entailed using the 24 available in perpetuity for future learners. podcasts for language instruction in a formal classroom setting at Lakeland Union High The six tribal elders who provided input to School. Ojibwe was already offered at the language lessons expressed a strong Lakeland Union for language credits, but the sense of gratification from contributing to difference in this case was incorporating the the continuity of tradition, language, and use of iPods and podcasts into the culture. According to project staff, the sole curriculum. The goal was for no less than 16 fluent elder in the community was students to participate in Ojibwe classes that convinced that the Waaswaaganing dialect utilized the podcasts. Project staff exceeded was going to die prior to this project, but this goal, with a total of 34 students because of what was accomplished, he no completing courses, which involved pre- longer thinks so. tests, instruction, activities, review, and post-tests for each of the 24 identified “Through this project, we brought the subject areas. In order to facilitate learning language to the people. We’ve created and measure progress, project staff created a lasting resources that people can access PDF workbook to accompany each podcast. from anywhere. This isn’t about plugging a Workbooks contained pre- and post-tests leak—it’s about building the future.” covering the content of each lesson, with a Leon Valliere, Project Director goal of learners averaging a 75 percent proficiency rate in post-tests. By project’s end, learners demonstrated an average

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WAADOOKODAADING, INC.

WISCONSIN

Project Title: Waadookodaading Immersion Charter School: Surviving through Grade 5

Award Amount: $745,613

Type of Grant: Native Languages

Project Period: Sept. 2008 – Sept. 2011

Grantee Type: Native Nonprofit

Immersion School was established in 2001 PROJECT SNAPSHOT in support of the LCO Tribal Council’s  10 full-time equivalent jobs created strategic plan to maintain Ojibwe as an active language. The school's mission is to  2 Native American consultants hired create fluent Ojibwe speakers who can meet  20 elders involved the challenges of a rapidly changing,

 200 youth involved modern world.

 $426,846 in resources leveraged PURPOSE AND OBJECTIVES

 20 partnerships formed The purpose of this project was to expand the school by offering fourth and fifth grade,  10 language teachers trained ensuring a cohesive academic program from BACKGROUND kindergarten through grade five and raising the Ojibwe proficiency level for all students. The Lac Courte Oreilles (LCO) Band of Lake Superior Chippewa Indians is a The first objective was to phase in one grade federally recognized tribe with 7,275 each year, so project staff hired and trained enrolled members. The LCO Reservation, one new teacher per year, and began established in 1854, totals 76,465 acres and teaching fourth grade classes in year one and has an approximate population of 2,900. As fifth grade classes in year two. The second a result of federal policies in the 1870s objective, to be implemented concurrently, through 1950s, many children were sent was to develop fourth and fifth grade from the reservation to boarding schools, curricula, and to strengthen core studies and and adults were often relocated to nearby Ojibwe language education. Teachers cities. Consequently, many tribal members worked with elders and a curriculum lost touch with their native identity, and development consultant to create lesson there was a precipitous decline in the use of plans, including 325 booklets, worksheets, the Ojibwe language. and activity guides. Project staff aligned the lessons with Wisconsin fourth and fifth Waadookodaading (“the place where we grade standards in math, social studies, help each other”) Ojibwe Language science, history, and language arts. Often,

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lessons were produced only a few days opportunity for LCO youth to attend seven before they were taught, and the curriculum consecutive years of language immersion development team worked intensely to stay school, and to become genuinely proficient ahead of teachers using the new curricula. in Ojibwe. Ms. Amman stated, “The last The curriculum team continues to meet time that a child born here had seven years regularly to ensure that all materials address of exposure to Ojibwe was 90 years ago. current state standards, and to maintain an This year, though, we graduated one student up-to-date catalogue of lesson plans. with 7 years of immersion, and another with The third objective was to recruit 40 8 years.” WISCONSIN additional students, and increase the number In a 2010 Ojibwe language evaluation using of community outreach events to support the Early Language Listening and Oral family and community language learning. Proficiency Assessment from the Center for Waadookodaading staff held an average of Applied Linguistics, 83 percent of third 25 family language nights and 5 community through fifth grade students at events each year, including seasonal Waadookodaading advanced at least one immersion camps, open houses, and feasts. level in oral fluency, grammar, and Project staff members reported that these vocabulary, and 100 percent increased one events helped increase the desire of tribal level in listening comprehension. and community members to learn Ojibwe, Waadookodaading students also tested well and educated parents about the academic, on the 2010 Wisconsin Knowledge cultural, and social benefits of sending their Concepts Examination (WKCE), children to Waadookodaading. From 2008 highlighting the strong academic results of through 2011, the school enrolled 19 new this project. On the WKCE, 66 percent of students, with a total enrollment of 40 at the third through fifth grade students scored end of the project. Despite some initial proficient or advanced in reading, and 33 reluctance from parents, those who enrolled percent tested proficient or advanced in their children at the school stated they chose math. These scores showed improvement to do so after hearing positive reviews from from previous years, and were better than other parents, learning about the academic those of peers at local public schools. success of Waadookodaading students, observing the school’s social and cultural Parents report that beyond academic climate, and seeing the strong commitment success, Waadookodaading students have of the teachers and administrators. learned to be proud of their native identity, are noted for their confident and respectful OUTCOMES AND COMMUNITY IMPACT behavior, and have inspired their parents and As a result of the school and project staff’s other adults to learn more Ojibwe. exhaustive efforts, Waadookodaading Community members stated that this has educators now have significantly more greatly strengthened the LCO community in resources and training to teach in a language addition to helping revitalize language and immersion setting. In addition, parents have culture on the reservation. gained confidence enrolling their children knowing they will not have to switch “When I was young there was nobody to schools after third grade. According to teach me the language. Being able to be a Executive Director Brooke Ammann, bridge between the language and the offering immersion education for children students is really fulfilling.” through fifth grade has created the Alex DeCoteau, Waadookodaading Teacher

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COLLEGE OF MENOMINEE NATION

W

Project Title: ISCONSIN Revitalization: Teaching the Community

Award Amount: $600,976

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Tribe

PROJECT SNAPSHOT Language Development Ordinance 96-22, which calls for the preservation and  3 full-time equivalent jobs created promotion of Menominee in local schools,  5 Elders involved government affairs, and community functions.  112 youth involved In 1998, to meet part of the ordinance  $108,932 in resources leveraged mandate, the college began developing a  15 partnerships formed robust training and licensure program for

 10 language teachers trained Menominee language teachers. The teacher- training program includes immersion  892 Native language classes held language lessons, or “tables,” which are  342 adults increased their ability to open to community members. In response speak a Native language to community demand and in an effort to preserve the small student-teacher ratio of BACKGROUND the tables, the Tribal Administration asked The College of Menominee Nation is a 2- the college to provide additional tables and year Tribal College and land grant tailor them for the larger community. institution located on the Menominee PURPOSE AND OBJECTIVES Reservation in Keshena, Wisconsin. The college has a student body of approximately The project purpose was to implement a 500, serving Menominee Indian Tribe community-wide language project to members and the neighboring Tribes of revitalize the use of Menominee. The first Oneida, Stockbridge-Munsee Potawatomi, objective was to teach the language to 85 and Forest County Potawatomi. community members over the course of 3 years through language tables. Project staff Of the 8,300 Menominee members, only 50 held short-term immersion tables in six speak the Menominee language fluently. separate locations, where teachers and The college has been working closely with Elders engaged a small group of speakers the Tribe since the early 1990s to revitalize with varied language ability. the language and implement the Tribe’s

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The tables were wildly popular and project project director witnessed this in the staff greatly exceeded target numbers, with project’s third year, reporting that “people 454 people attending, including a core group would bump into each other at the store and of 50 who regularly participated. The speak in Menominee… [It became] a spoken teachers held 892 tables, almost 30 more language, rather than a taught language.”

than originally planned. The expanded number of tables provided ISCONSIN The project also included a teacher-training many more language learning opportunities

W component, whereby 1 year of attendance at for adults. In addition, the increase in digital language tables earned a provisional materials allows remote learners to access teaching license, 2 years resulted in an resources online and be part of the language additional year of licensure, and 3 years of movement. Elders who participated in the attendance resulted in a 5-year certification. recordings expressed they felt valued for During the project period, the college their language expertise, and their stories certified or renewed certification for 10 and wisdom are now preserved in a digital teachers through this program. archive to be shared in the future. Many The second objective was to establish Menominee adults resettled on the multimedia training materials for teaching reservation after relocation, or still live the Menominee language. The project outside of the reservation. Project staff said technology specialist created a website to the tables connected these adults to a part of their heritage that was long silenced or out reach remote learners; website content included vocabulary lists, lesson plans, an of reach. online dictionary, videos, and high-quality Furthermore, the Tribe uses a point system recordings of Menominee Elders. The during the hiring process, and applicants specialist recorded Menominee Elders’ receive additional points for language teachings and shared his appreciation of proficiency. Due to participation in the having that valuable time together, saying tables, many Tribal members have increased “You take an hour’s worth of an Elder’s proficiency and are stronger candidates for time and get 15 hours of multimedia employment with the Tribe. learning materials out of it.” Staff expected The 10 Menominee language teachers who to provide multimedia materials to at least obtained or renewed their certification also 35 individuals; by the end of the project, 500 have increased their language and Tribal members accessed the website. professional skills, to the benefit of students Staff also created a DVD for use in local in the local schools. The College plans to public schools that features scenario-based continue the language tables on a weekly teaching, such as vignettes of women basis and hopes to offer classes through an demonstrating how to weave baskets online platform in the coming years to carry narrated in Menominee. Project staff on the process of Menominee language distributed 1,200 copies of the DVD to revitalization. teachers and community members. OUTCOMES AND COMMUNITY IMPACT The Menominee Language Revitalization project increased the use of Menominee in everyday life, and encouraged people to speak the language outside the home. The

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APPENDIX: PROJECTS WHO RECEIVED ANA FUNDING, ENDING 2010-2012 From 2010-2012, 81 ANA-funded language projects ended. Of these, 61 received impact visits, which assess the impact and effectiveness of ANA funding. The following is a list of all ANA- funded language projects which ended in 2010, 2011, or 2012. Projects marked with an asterisk (*) did not receive an impact visit.

Grantee Name Grant End Date Alaska Native Heritage Center September 2010 Alliance of Early Childhood Professionals September 2012 Bois Forte Band of Chippewa Indians* March 2010 California Indian Museum and Cultural Center September 2012 Cheyenne and Arapaho Tribes of Oklahoma December 2012 Chickaloon Native Village September 2012 Chugachmiut September 2010 Citizen Potawatomi Nation September 2012 College of Menominee Nation September 2012 Comanche Nation College January 2012 Confederated Tribes and Bands of the Yakama Nation* September 2011 Confederated Tribes of Coos, Lower Umpqua & Siuslaw Indians August 2012 Confederated Tribes of Grand Ronde September 2011 Confederated Tribes of Siletz Indians September 2010 Confederated Tribes of the Chehalis Reservation January 2010 Confederated Tribes of the Chehalis Reservation September 2010 Cultural Survival, Inc. September 2012 Dakota Wicohan September 2010 Euchee (Yuchi) Tribe of Indians September 2010 Fallon Paiute Shoshone Tribe* February 2012 Fond du Lac Band of Lake Superior Chippewa September 2011 Fort Belknap College September 2010 Friends of the Akwesasne Freedom School, Inc. September 2011 Goldbelt Heritage Foundation September 2012 Great Lakes Indian Fish and Wildlife Commission September 2010 Greater Minneapolis Council of Churches September 2012

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Guam Community College September 2012 Hannahville Indian Community September 2012 Hoh Tribal Business Committee March 2011 Indigenous Language Institute September 2010 Karuk Tribe* September 2011 Kaw Nation September 2010 Kawaiisu Language and Cultural Center September 2011 Ketchikan Indian Corporation September 2012 Keweenaw Bay Indian Community* September 2011 Lac du Flambeau Band of Lake Superior Chippewa Indians September 2011 Lakota Language Consortium* September 2010 Lakota Language Consortium* September 2012 Leech Lake Reservation Tribal Council September 2011 Lower Brule Community College September 2010 Makah Indian Tribe September 2010 Match-E-Be-Nash-She-Wish Band of Pottawatomi Indians* September 2010 Mescalero Apache Tribe September 2012 Mississippi Band of Choctaw Indians* September 2011 Native American Community Services of Erie & Niagara Counties September 2011 Nez Perce Tribe* September 2011 Nkwusm September 2011 Nooksack Indian Tribe* September 2011 Nuniwarmiut Piciryarata Tamaryalkuti, Inc. September 2010 Oceti Wakan - Sacred Fireplace September 2010 Oneida Tribe of Indians of Wisconsin* September 2010 Organized Village of Kake February 2012 Career Development Center* September 2011 Pa'a Taotao Tano' September 2010 Passamaquoddy Tribe September 2010 Passamaquoddy Tribe September 2012 Piegan Institute, Inc. September 2011 Ponca Tribe of Indians of Oklahoma* September 2011 Prairie Band Potawatomi Nation* September 2011

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Pueblo of Isleta September 2010 Pueblo of Pojoaque March 2012 Red Cloud Indian School, Inc. September 2011 Reno-Sparks Indian Colony December 2010 Rural America Initiatives September 2010 Samish Indian Nation* September 2011 Santa Ynez Band of Chumash Indians September 2011 Seneca-Cayuga Tribe of Oklahoma December 2012 Sitka Tribe of Alaska September 2011 Snoqualmie Indian Tribe* September 2011 Spokane Tribe of Indians* September 2012 St. Croix Chippewa Indians of Wisconsin* September 2010 Standing Rock Sioux Tribe September 2010 Stone Child College September 2010 Te Taki-Tokelau Community Training & Development Inc. September 2010 Turtle Mountain Community College September 2011 Tuscarora Nation of Indians of the Carolinas* September 2011 University of Hawaii January 2012 Waadookodaading, Inc. September 2011 Wopanaak Language and Cultural Weetyoo, Inc. September 2012 Yakutat Tlingit Tribe September 2010 Yurok Tribe September 2012

September 2012

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Language Compendium June 2014