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Indigenous Language Revitalization in Montana: Perspectives from Four Nations

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Indigenous Language Revitalization in Montana: Perspectives from Four Nations University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2003 Indigenous language revitalization in Montana: Perspectives from four nations Mary Groom-Hall The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Groom-Hall, Mary, "Indigenous language revitalization in Montana: Perspectives from four nations" (2003). Graduate Student Theses, Dissertations, & Professional Papers. 9458. https://scholarworks.umt.edu/etd/9458 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University o f MONTANA Permission is granted by the author to reproduce this material in its entirety, provided that tin's material is used for scholarly purposes and is properly cited in published works and reports. ** Please check "Yes" or "No" and provide signature ** Yes, I grant permission ^ No, I do not grant permission _____ Author's Signature Date S)2-V o3> Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INDIGENOUS LANGUAGE REVITALIZATION IN MONTANA PERSPECTIVES FROM FOUR NATIONS Mary Groom Hall B.A. University of Montana, 1978 M.A. University of Montana, 1991 Presented in partial fulfillment of the requirements for the degree of Doctor of Education The University of Montana 2003 Approved by: Dr. David R. Erickson, Chair Dr. David A. Strobel, Dean, Graduate School b '2 3 -0 5 Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3090735 Copyright 2003 by Groom-Hall, Mary All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3090735 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Groom-Hall, Mary L., Ed.D., May 2003 Curriculum and Instruction Indigenous Language Revitalization in Montana: Perspectives from Four Nations Director: David R. Erickson This qualitative case study examines the experiences of 19 Native American people who are involved with indigenous language revitalization in the state of Montana. Semi­ structured interviews were conducted with both teachers of the languages and professionals who were responsible for initiating and directing language preservation programs. Data was collected from one-on-one interviews, from participant-observation at various cultural sites, and from conversations held with community members adjacent to study sites. Four of Montana’s six reservations were visited; teachers and professionals from six language groups participated in the study. Questions focused on individual stories and the meanings inherent in the language. Participants discussed the ways in which cultural and moral teachings were imparted to them as children through their Native languages; some later language learners spoke of regaining their identities as American Indian people through adult acquisition of their languages. The significance of their involvement with language revitalization through teaching, program development, or both, was expressed by many participants. The importance of language was found to permeate all aspects of personal, spiritual, community, and cultural life for the participants. Data revealed three emergent categories of language and its meaning to the participants: language and a) its meaning to the self, b) its meaning to the culture and community, and c) its specific meanings among teachers and language preservationists. These three themes emerged from first, participants’ responses about their own language- learning experiences and how language had affected their personal identities. Second, the role of language that participants observed or hoped for in their communities amplified the culture and community aspects of the data, and finally, since most participants interviewed were involved in the language education process in some way, specific concerns of educators emerged as the third important theme. Given the need for public education to respond more fully to laws requiring integration of Native American curriculum into the education system, sensitivity to and support for indigenous language teaching is an implication of the study. Recommendations for further study include the role of indigenous languages in empowerment and resilience, gendered communication and generational differences, and indigenous rhetorical structure. ii 1 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Dedication This dissertation is dedicated to the memory of Mrs. Viola Spotted Bird, who, because of her love for her Dakota language and her belief in its importance to her people, spent part of one of her last days on earth with me. Her dedication to the cause of language preservation and her immeasurable generosity toward me will stay in my heart always. 111 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Acknowledgments I would like to thank tribal liaisons Conrad LaFromboise, Joyce Silverthome, Margarett Campbell, and Conrad Fisher for their guidance, suggestions, hospitality, and generosity with my project. I would also like to express my appreciation to my committee: Dr. David Erickson, Dr. Patrick Weasel Head, Dr. Douglas Beed, Dr. Merle Farrier, and Dr. Rick van den Pol for their assistance and support for my work. Deepest thanks to Jody Troupe, who went out of her way to give me technical assistance with the production of the manuscript. Finally, for safekeeping, for listening, for caring, for tolerance, I would like to thank my family and my friends Mark and J.T. They sustained me. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents Abstract .........................................................................................................................ii Dedication................................................................................................................... iii Acknowledgements....................................................................................................iv Table of Contents ........................................................................................................v List of Tables .............................................................................................................. ix List of Figures.............................................................................................................. x Chapter I. Beginning and Background .................................................................... 1 Role of the Researcher .............................................................................1 The Place of a Non-Native Researcher in Native Communities........................................................................................... 2 History of Indigenous Language Suppression .................................... 6 Context: The Status of Modem Indigenous Languages Across the United States ..................................................................... 11 The Status of Indigenous Languages in Montana ............................ 12 Indian Education Laws..........................................................................13 Purpose of the Study ..............................................................................14 Research Questions ................................................................................16 Definitions of Terms..............................................................................18 Delimitations of the Study .................................................................... 20 Limitations of the Study ....................................................................... 21 Significance of the Study ...................................................................... 21 II. Review of Related Literature ...............................................................23 Language Survival Stages ....................................................................23 Bilingual Programs ................................................................................27
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