Beyond Numbers, Colors, and Animals

Strengthening Lakota/Dakota Teaching on the Standing Rock Indian Reservation

Bibliographic Data

ID19277990
AuthorsHauff Hauff (corresponding author)
Year2020
Volume59
Issue1
Pages5
Publication date2020-01-01
Open AccessNo
TypeARTICLE
VenueJournal of American Indian Education (JOURNAL)
Journal identifiersISSN: 0021-8731 • E-ISSN: 2379-3651
PublisherProject MUSE (PUBLISHER • US)
DOI10.5749/jamerindieduc.59.1.0005
OpenAlexW3081154883
LanguageEN
Citations received3

In 2006 the Standing Rock Sioux Tribe took on efforts to improve Lakota/Dakota language teaching in K-12 schools. These efforts have included collaborating with the Lakota Language Consortium to create classroom materials and language-learning resources, partnering with Sitting Bull College to develop various language-teaching and language-learning programs for adults, and coordinating among the K-12 schools on the reservation to ensure students receive better Lakota/Dakota language instruction. While the efforts to improve language education in K-12 schools have not achieved the kinds of proficiency-based results originally anticipated, they have enhanced the way Lakota/Dakota is taught and have instigated significant changes in how Lakota/Dakota language learning is conceived of in the community. Based on data from participant observation and interviews with program directors and teachers, this article provides a bird's-eye view of these efforts, which have formed the beginning of Standing Rock's recent, and growing, Indigenous language revitalization movement

Indigenous · Indigenous language · Linguistics · Mathematics education · Navajo · Political science · Reservation · Sociology · Tribe · Anthropology · Ecology · Educator Training and Historical Pedagogy · Law · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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