View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks@UARK University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2011 The Lived Experiences of Participants in the Euchee/Yuchi Language Project: A Phenomenological Study of Language Preservation Jessica Park University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Language Description and Documentation Commons, Native American Studies Commons, and the Reading and Language Commons Recommended Citation Park, Jessica, "The Lived Experiences of Participants in the Euchee/Yuchi Language Project: A Phenomenological Study of Language Preservation" (2011). Theses and Dissertations. 93. http://scholarworks.uark.edu/etd/93 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected]. THE LIVED EXPERIENCES OF PARTICIPANTS IN THE EUCHEE/YUCHI LANGUAGE PROJECT: A PHENOMENOLOGICAL STUDY OF LANGUAGE PRESERVATION THE LIVED EXPERIENCES OF PARTICIPANTS IN THE EUCHEE/YUCHI LANGUAGE PROJECT: A PHENOMENOLOGICAL STUDY OF LANGUAGE PRESERVATION A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Workforce Development Education By Jessica E. Park University of Arkansas Bachelor of Arts in Journalism, 2001 University of Arkansas Master of Education in Higher Education, 2005 May 2011 University of Arkansas ABSTRACT Native languages are disappearing quickly in this country, but there are many programs that are underway trying to save Native languages before they are gone. One such program is the Euchee/Yuchi Language Project which uses a modified version of the Master-Apprentice Language Learning Program (MALLP). Elder language speakers, masters, and younger members of the tribe, apprentices, meet daily in a two-hour language session. The goal of the session is to immerse the apprentices in the language by using conversational Euchee/Yuchi in the form of lessons, props, and presentations, so they can learn the language quickly. The purpose of this study was to discover the lived experiences of participants in the Euchee/Yuchi Language Project by using phenomenological methodology. Research was conducted using interviews and observation sessions. A theoretical concept based on constructivism, Knowles‘ principles of adult learning, and cognitive apprenticeships was constructed to frame the study within the adult education paradigm. Initial interviews, observation sessions, and follow-up interviews were used to gather data. The Euchee/Yuchi Language Project participants seem to realize the importance of passing down the language to the younger generation, which gives them pride in their tribal heritage. This finding is supported by the data. During the daily language sessions, props and gestures were used to learn new words. New language knowledge was built on existing knowledge because new lessons were taught each day. Observations and interactions were based on real-life situations through which the apprentices acquired new knowledge. Based on the findings, a clear picture of the lived experiences of the participants in the Euchee/Yuchi Language Project emerged. Conclusions were drawn and recommendations based on the theoretical framework were prepared to enhance the lived experience of participants in the program. Recommendations for enhancing the lived experiences of participants in the Euchee/Yuchi Language Project included: (1) more structure in the learning environment, (2) a variety of class times, and (3) the use of real- life learning situations outside of the classroom. Final recommendations were made in the form of further research: (1) Administer a survey to the Euchee/Yuchi community and tribal governance to determine the importance of language preservation outside of the Euchee/Yuchi Language Project and (2) Conduct a program evaluation of the Euchee/Yuchi Language Project to determine if the most effective practices for language preservation and revitalization are being used. This dissertation is approved for Recommendation to the Graduate Council Dissertation Director: ______________________________________ Bobbie T. Biggs, Ph.D. Dissertation Committee: ______________________________________ Freddie Bowles, Ph.D. ______________________________________ Kit Kacirek, Ed.D. DISSERTATION DUPLICATION RELEASE I hereby authorize the University of Arkansas Libraries to duplicate this dissertation when needed for research and/or scholarship. Agreed ______________________________________ Jessica E. Park Refused ______________________________________ Jessica E. Park ACKNOWLEDGEMENTS I am so grateful to my family for supporting me and loving me through this process. They have always been there for me and I could not have done this without them. I want to thank all of the people that have helped me create and follow through with this dissertation. Thanks so much to my committee chair, Dr. Bobbie Biggs, who without her patience and thoughtful guidance, this dissertation would not have been possible. I also wish to thank Dr. Freddie Bowles and Dr. Kit Kacirek for their support and kindness and their passion for my topic. Thanks so much to Dr. Richard Grounds and all of the participants in the Euchee/Yuchi Language Project. Without your honesty, kindness, and openness, this study would not have been possible. The time that I have spent with each of you has truly changed my life, and I feel so blessed to have been a part of your language learning group. I wish to thank Dr. Mary Linn with whom I would never have learned about the Euchee/Yuchi people and their beautiful language. Thanks so much to Dr. Leanne Hinton for helping create the master-apprentice learning program. May it help countless tribes fulfill their language aspirations. vi DEDICATION I wish to dedicate this dissertation to my family, especially my mother Pauline, my father John, and my brother John. I thank them for their support, love, and wisdom. I also give thanks to my ancestors that have passed, especially my grandparents Leo and Antoinette Ciucci, who will always be with me. I could not have done this without the help of my little fur guardian, my cat Merlot, who spent countless hours asleep on my computer, keeping me and my heart warm. I give thanks to Cory, who has shown me pieces of myself I had not yet discovered. I also honor my Native medicine teachers in New Mexico, Julie and Dona, who have shown me the beauty of Native spirituality that I have held so dear all these years. Julie, even though you have passed, you will always be with me. I love you all. vii TABLE OF CONTENTS Chapter Page I. Introduction .................................................................................................................. 1 Theoretical Sensitivity ........................................................................................... 3 Statement of the Problem ....................................................................................... 4 Purpose and Research Question ............................................................................. 5 Significance of the Research .................................................................................. 6 Appropriateness of Methodology .......................................................................... 8 Assumptions ........................................................................................................... 8 Parameters .............................................................................................................. 9 Depth versus Breadth ........................................................................................... 10 Definition of Terms.............................................................................................. 10 II. Review of Literature ................................................................................................. 13 Euchee/Yuchi Tribal Language and History ........................................................ 13 History of Native Language Oppression and Preservation .................................. 15 The Traditional Master-Apprentice Language Learning Program and the Euchee/Yuchi Language Project .......................................................................... 30 Native Language and Politics .............................................................................. 38 Language Loss and its Effect on Tribal Culture .................................................. 47 Perspectives on Language Learning .................................................................... 54 Learning Style and Language Learning ............................................................... 57 Other Language Preservation Techniques ........................................................... 63 Theoretical Framework ........................................................................................ 78 Summary .............................................................................................................. 83 III. Methodology ............................................................................................................ 86 Focus of the Study ............................................................................................... 86 Research Design..................................................................................................