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Culture and Language Revitalization for Native American Students an Annotated Bibliography Culture and Language Revitalization for Native American Students An Annotated Bibliography January 2015 West Comprehensive Center at WestEd Culture and Language Revitalization for Native American Students An Annotated Bibliography January 2015 Prepared by RMC Research Corporation for the West Comprehensive Center at WestEd Linda Fredericks Annette Shtivelband Emma Espel Amanda Withington West Comprehensive Center at WestEd Culture and Language Revitalization for Native American Students RMC Research Corporation, an approved subcontractor, produced this report for the West Comprehensive Center at WestEd. This work has been WestEd is a national nonpartisan, funded with monies received from ·the U.S. Department of Education nonprofit research, development, under Grant Award S283B120006. The content does not necessarily reflect and service agency that works with the position or policy of the U.S. Department of Education, nor does education and other communities to mention or visual representation of trade names, commercial products, or promote excellence, achieve equity, organizations imply endorsement by the federal government. and improve learning for children, youth, and adults. WestEd has more © 2015 WestEd. All rights reserved. than a dozen offices nationwide, from Massachusetts, Vermont, and Requests for permission to reproduce any part of this report for any other Georgia, to Illinois, Arizona, and purpose should be directed to WestEd, 730 Harrison Street, San Francisco, California, with headquarters in CA 94107-1242, 888-293-7833, fax 415-512-2024,[email protected], or San Francisco. For more information http://www.WestEd.org/permissions. about WestEd, visit http://www. Suggested citation: Fredericks, L., Shtivelband, A., Espel, E., & Withington, A. WestEd.org; call 415.565.3000 or, (2015). Culture and language revitalization for Native American students: toll‑free, (877) 4‑WestEd; or write: An annotated bibliography. [A report from the West Comprehensive Center.] WestEd / 730 Harrison Street / San Francisco, CA: WestEd. San Francisco, CA 94107‑1242. iii / WEST COMPREHENSIVE CENTER Culture and Language Revitalization for Native American Students Contents Introduction ....................................................................................... 1 Methods .............................................................................................. 3 College-Community Partnerships ..................................................... 6 Culture-Based Education and Culturally Responsive Teaching ...... 9 Early Childhood Education .............................................................. 20 Family and Community Involvement/Engagement ....................... 24 Language Revitalization and Immersion Efforts ............................ 31 Mentoring and Peer Tutoring........................................................... 36 Policy Considerations ...................................................................... 37 Teacher Preparation and Support ................................................... 41 Appendix: Summary of Topics Covered in All Articles Contained in the Annotated Bibliography of Culture and Language Revitalization Literature ................................................. 44 References ........................................................................................ 53 iv / WEST COMPREHENSIVE CENTER Culture and Language Revitalization for Native American Students Introduction hroughout the United States, composed of representatives from efforts to revitalize culture the Department of Education, the and language continue to Department of Health and Human Services, and other government be of crucial importance to agencies to ensure that AI/AN Native American populations. students meet the requirements of TNumerous Native languages, for example, the No Child Left Behind Act of 2001 are threatened with extinction, with only small in “a manner consistent with tribal numbers of fluent speakers remaining, and traditions, languages, and cultures” (p. 1). many other languages have already perished (Crawford, 1995). • The Esther Martinez Native American Languages Preservation Act, signed Federal, state, and local recognition of into law by President Bush in 2006, the vital importance of revitalizing Native intends to prevent the loss of language and culture has led to a number of heritage and culture through funding of language immersion programs. major programmatic, research, and funding initiatives over the last 25 years (Beaulieu, • Executive Order 13175, 2008; McCoy, 2000; Warhol, 2011). At “Consultation and Coordination the federal level, policy has been enacted with Tribal Governments,” signed by President Obama in 2009, through executive orders as well as by intends to improve relationships congressional acts; some of the key initiatives between federal agencies and tribal in support of Native culture and language are governments. listed below. Native communities from across the country The Native American Language Act of 1990 are deeply engaged in the complex and declares as policy that Native Americans are often difficult process of teaching young entitled to use their own languages. people the value of traditional languages and • Executive Order 13096, “American cultural practices while ensuring that youth Indian and Alaska Native Education,” are also prepared to acquire the academic signed by President Clinton in 1998, knowledge and career skills needed for centers on improving academic life in the 21st century (Warhol, 2011). This performance and reducing the annotated bibliography has been prepared to dropout rate of American Indian and Alaska Native (AI/AN) students. inform educators, tribal leaders, researchers, and policymakers about research-based • Executive Order 13336, “American efforts to identify promising practices related Indian and Alaska Native Education,” signed into law by President Bush to reclaiming and revitalizing language and in 2004, calls for the formation of culture at all stages of education, from early an Interagency Working Group childhood to postsecondary education. 1 / WEST COMPREHENSIVE CENTER Culture and Language Revitalization for Native American Students While most articles, or entries (e.g., reports, subject areas, may be generalizable to a books, journal articles), describe culture- and broad segment of Native communities. The language-revitalization efforts with specific articles described in this bibliography provide populations in a few geographic locations, examples of how some Native communities there are persistent indications across the approach teaching languages and cultural literature that some key practices, such as traditions to their youth while simultaneously family involvement, academically rigorous preparing students for life in the modern language instruction, and the thoughtful technological age. integration of culture throughout various 2 / WEST COMPREHENSIVE CENTER Culture and Language Revitalization for Native American Students Methods n initial search of the Acceptable publications included articles literature addressing Native from research periodicals, literature reviews, American graduation and books or book chapters based on recent dropout rates and issues research, doctoral dissertations, papers yielded approximately presented at conferences, and research- A4,270 articles. They were found through based information briefs or reports. Internet searches conducted using several Excluded documents included newspaper academic search engines, including and magazine articles and simple program Academic Search Premier, ERIC, Google descriptions lacking methodology or Scholar, and LexisNexis Academic. references. After using these criteria to filter A number of key words were used in the the articles identified in the initial search, search, including the following: approximately 1,820 articles remained. These remaining articles were then filtered again Alaska Native, American Indian, child using the following criteria: development, college-community partnerships, community engagement, • written during the 20-year period community-university partnerships, cultural from 1994 through the end of 2014, when this bibliography was drafted; competence, cultural programming, cultural relevance, culturally appropriate, • pertaining to Native American culturally based education, culturally populations residing within the responsive instruction/pedagogy/schooling, United States; and curriculum, dropout prevention, dropouts, • including a minimum sample size in early childhood education, educational research studies of 20 respondents aspirations, educational outcomes, family from a single category (e.g., students, and community involvement, family and teachers, or parents). community support, graduation, heritage language, indigenous Americans, language This final filtering process resulted in a total immersion/renewal/revitalization, mentoring, of 75 articles selected for review. Those Native American, Native Hawaiian, parents, articles were then categorized into eight topic policy, pre-professional training, professional areas related to Native American culture and development, protective factors, resiliency, language preservation. Although many of the retention strategies, school failure, student articles pertain to multiple topics, to avoid achievement, teacher preparation, teacher redundancy, each was categorized under its support, traditional culture, transition from predominant theme and is not duplicated high school to higher
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