WHEN SUPPORT FOR LANGUAGE REVITALIZATION IS NOT ENOUGH: THE END OF INDIGENOUS LANGUAGE CLASSES AT WARM SPRINGS ELEMENTARY SCHOOL

This paper examines the termination of indigenous language classes at a small public elementary school in the United States, from the perspective of both nonindigenous school teachers whose classrooms were used to conduct the classes and the parents whose children participated in the classes. Interv...

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Bibliographic Details
Published in:International journal of the sociology of language 2011-05, Vol.2011 (209), p.141-155
Main Authors: DORIAN, Nancy C, FLYNN HAYNES, Erin
Format: Article
Language:English
Subjects:
Academic achievement
Applied linguistics
Attitudes
California
Elementary Education
Indigenous Populations
Language Attitudes
Language teaching
Linguistic policies
Linguistics
Local communities
Primary education
Public education
Public Schools
Sociolinguistics and ethnolinguistics
Student behaviour
Teacher Attitudes
Teachers
U.S.A
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Summary:This paper examines the termination of indigenous language classes at a small public elementary school in the United States, from the perspective of both nonindigenous school teachers whose classrooms were used to conduct the classes and the parents whose children participated in the classes. Interviews with both groups reveal general support for language teaching, but opposing views about the inclusion of such classes in the public school setting. I argue that their differing perspectives do not reflect negative attitudes on the part of the teachers about the language itself, but rather that teachers experience both national and local factors that do not favor indigenous language teaching. These factors include differences in expectations about student behavior and language class results, as well as federal and statewide pressure to produce improvement in student performance in English reading and math. This research demonstrates that general support for indigenous language teaching is not sufficient for the successful incorporation of classes into schools. A number of issues pertaining to national and local educational goals must also be considered. Adapted from the source document.
ISSN:0165-2516
1613-3668
DOI:10.1515/IJSL.2011.026