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Haish Diné Bizaad Neidínóotííł? "Whoʼs Going to Teach the Navajo Language?"

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Haish Diné Bizaad Neidínóotííł? Haish Diné Bizaad Neidínóotííł? "Whoʼs Going to Teach the Navajo Language?" Item Type text; Electronic Thesis Authors Pete, Donovan Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 00:25:48 Link to Item http://hdl.handle.net/10150/642075 HAISH DINÉ BIZAAD NEIDÍNÓOTÍÍŁ? “WHO’S GOING TO TEACH THE NAVAJO LANGUAGE?” by Donovan Pete _____________________________ Copyright © Donovan Pete 2020 A Thesis Submitted to the Faculty of the DEPARTMENT OF LINGUISTICS In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 2020 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Master’s Committee, we certify that we have read the thesis prepared by: Donovan Pete titled: Haish Diné Bizaad Neidínóotííł? "Who's Going to Teach the Navajo Language?" and recommend that it be accepted as fulfilling the thesis requirement for the Master’s Degree. _________________________________________________________________ Date: ____________Jul 15, 2020 Wilson De Lima Silva _________________________________________________________________ Date: ____________Jul 15, 2020 Ofelia Zepeda _________________________________________________________________ Date: ____________Jul 15, 2020 Sheilah E Nicholas Final approval and acceptance of this thesis is contingent upon the candidate’s submission of the final copies of the thesis to the Graduate College. I hereby certify that I have read this thesis prepared under my direction and recommend that it be accepted as fulfilling the Master’s requirement. _________________________________________________________________ Date: ____________Jul 15, 2020 Wilson De Lima Silva Thesis Committee Chair Linguistics 3 Acknowledgments Ahéheeʼ ntsáagoo adóó ayooniishnii Shima, Shizhe’e, Shidazhii, Shidazhiyazhii, Shinali Asdzaan, Shimá Bi K’é, adóó Shizhe’e Bi K’é. “Thank you very largely and my love to my mom, my dad, my younger sister, my youngest sister, my paternal grandmother, my maternal and paternal family.” I am forever grateful for the all the wonderful teachings, stories, songs, prayers, jokes, patience, being in my life, and I am very happy you all are part of my journey. Adóó ahéhee’ ntsáagoo Shima Sylvia adóó Shicheii Isadore for all of your wonderful prayers, laughs, joy, happiness, and wonderful spirit you both bring when we have our home ceremonies. Your prayers and guidance in our way of ceremony have brought me here and continue to push me forward. I am very thankful to my amazing committee: Dr. Sheilah Nicholas, my committee chair: Dr. Wilson de Lima Silva, and Dr. Ofelia Zepeda for all their wonderful insights, patience, perspectives, editing, and meetings that all have helped me along the way. I offer my sincerest appreciation for all your time spent learning, reviewing, discussing, and molding this work. I also want to thank Dr. Stacey Oberly very largely, without your help and how you spent the summer at AILDI opening the door to how we could use linguistics to enhance our own language teaching, being able to articulate linguistics concepts and give meaning and reframing for other learners to understand. Your patience to walk us through the lessons are notes I still find myself reading to navigate the world of linguistics. I want to give thanks to Dr. Elizabeth Kickham and my advisor: Dr. Amy Fountain, both of whom were pivotal in helping me further my understanding of linguistics, being very encouraging to explore ideas and thoughts, hearing my long winded insights, and helping me walk a balance of academia and Dinék’ehji “Way of Being Navajo”. 4 Dedication I want to dedicate this thesis work to my late grandma Shawna Thompson, your devotion to the library field whether it was academia, public or tribal libraries - your efforts and service are very admirable and I hope to emulate along the way. You were a fighter and the most genuine human being that Diiyin Diné “Holy People” had breathed life into. You were there at the beginning during my first LIS run back in 2010 – showing me how to become a better graduate student and helped me improved my scholarly writing and to find meaning in what I read. In that time, you have seen me go from the highs and lows until your journey into the new world. Your wonderful spirit, your insights, your endless patience, and the extraordinary person that you were, and inspired so many to become better versions of themselves. You will be missed dearly Shimasani “maternal grandmother.” This thesis is also dedicated to all you Diné Bizaad learners, you all have the innate ability to learn, listen, and speak with all of your physical and spiritual being. No matter how hard it becomes – keep pushing forward and practice our beautiful language. Feel encouraged when you can say a word or a sentence, value the language for you are the ancestor that others will look to, and enjoy the process and go at your pace. 5 Table of Contents Abstract .......................................................................................................................................... 7 Chapter I: Introduction ................................................................................................................ 8 Establishing K’é .......................................................................................................................... 8 Shił Bahané “My Story” .............................................................................................................. 8 Purpose ...................................................................................................................................... 14 Significance ............................................................................................................................... 16 Chapter II: Positionality............................................................................................................. 18 Chapter III: Literature Review ................................................................................................. 18 The Navajo Nation .................................................................................................................... 18 Diné Bizaad “The Navajo Language” ....................................................................................... 20 Diné Perspective – Pre-Contact................................................................................................. 24 Assimilation & Erasure Process ................................................................................................ 25 Rise of Navajo Language through Schools ............................................................................... 28 Chapter IV: Navajo Language Programs................................................................................. 35 Highlighted Navajo language programs .................................................................................... 39 K-12 Programs .......................................................................................................................... 41 Rough Rock Community School. ..................................................................................... 41 Rock Point Community School. ....................................................................................... 42 Tséhootsooí Diné Bi'ólta’ (TDB). ..................................................................................... 43 Central Consolidated School District (CCSD). ................................................................ 44 Gallup McKinley County Schools (GMCS). .................................................................... 45 K-12 Language Shift ................................................................................................................. 47 Higher Educational Institute...................................................................................................... 48 Diné College. .................................................................................................................... 49 6 Navajo Technical University. ........................................................................................... 49 San Juan College. .............................................................................................................. 49 The University of Arizona (UAZ). ................................................................................... 50 The University of New Mexico (UNM). .......................................................................... 50 Pros and cons of each program ......................................................................................... 51 NLP contribution to producing speakers ................................................................................... 52 Chapter V: Discussion, Challenges, and Outlook .................................................................... 53 Discussion ................................................................................................................................. 53 Challenges ................................................................................................................................. 54 Idea of fluency. ................................................................................................................
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