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Sustaining and Revitalizing Indigenous Languages in Oklahoma Public Schools: Educational Sovereignty in Language Policy and Planning

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Title: Sustaining and Revitalizing Indigenous Languages in Oklahoma Public Schools: Educational Sovereignty in Language Policy and Planning
Language: English
Authors: Chew, Kari A. B. (ORCID 0000-0003-1229-2437), Tennell, Courtney (ORCID 0000-0003-1062-0409)
Source: Current Issues in Language Planning. 2023 24(1):60-80.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: N
Page Count: 21
Publication Date: 2023
Intended Audience: Teachers; Policymakers
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Secondary Education
Descriptors: Public Schools, American Indian Languages, High School Students, American Indian Culture, Self Concept, Language Maintenance, Cultural Maintenance, Language of Instruction, Educational Policy, Culturally Relevant Education, Student Attitudes, Indigenous Knowledge, Federal Indian Relationship, Tribal Sovereignty, Language Enrollment, Language Teachers, Teacher Certification, Language Planning, Second Language Learning, Second Language Instruction, Native Language Instruction
Geographic Terms: Oklahoma
DOI: 10.1080/14664208.2022.2037289
ISSN: 1466-4208
1747-7506
Abstract: As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students' linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1) How do Indigenous Nations in Oklahoma engage in language planning and liberate educational sovereignty through policies, programs, and services to their high school students? and 2) How do Indigenous Nations navigate Oklahoma state education language-in-education policies that may support or restrict Indigenous language education in public high schools? We consider the function of Oklahoma public high school classrooms as sites of Indigenous language revitalization and reclamation. We discuss how Indigenous educational sovereignty to support language revitalization occurs in interaction with overlapping and often competing language-in-education policies imposed by the state of Oklahoma. A goal of this article is to share knowledge with Indigenous Nations, educators, and policy makers who are involved in language planning. We conclude with recommendations of ways to support culturally sustaining and revitalizing education models for Indigenous students, communities, and languages in Oklahoma.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1378894
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Sustaining and Revitalizing Indigenous Languages in Oklahoma Public Schools: Educational Sovereignty in Language Policy and Planning
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Chew%2C+Kari+A%2E+B%2E%22">Chew, Kari A. B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1229-2437">0000-0003-1229-2437</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tennell%2C+Courtney%22">Tennell, Courtney</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1062-0409">0000-0003-1062-0409</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Current+Issues+in+Language+Planning%22"><i>Current Issues in Language Planning</i></searchLink>. 2023 24(1):60-80.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers; Policymakers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Languages%22">American Indian Languages</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Culture%22">American Indian Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Maintenance%22">Language Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Maintenance%22">Cultural Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Indian+Relationship%22">Federal Indian Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Tribal+Sovereignty%22">Tribal Sovereignty</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Enrollment%22">Language Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Planning%22">Language Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language+Instruction%22">Native Language Instruction</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Oklahoma%22">Oklahoma</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/14664208.2022.2037289
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1466-4208<br />1747-7506
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students' linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1) How do Indigenous Nations in Oklahoma engage in language planning and liberate educational sovereignty through policies, programs, and services to their high school students? and 2) How do Indigenous Nations navigate Oklahoma state education language-in-education policies that may support or restrict Indigenous language education in public high schools? We consider the function of Oklahoma public high school classrooms as sites of Indigenous language revitalization and reclamation. We discuss how Indigenous educational sovereignty to support language revitalization occurs in interaction with overlapping and often competing language-in-education policies imposed by the state of Oklahoma. A goal of this article is to share knowledge with Indigenous Nations, educators, and policy makers who are involved in language planning. We conclude with recommendations of ways to support culturally sustaining and revitalizing education models for Indigenous students, communities, and languages in Oklahoma.
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  Data: As Provided
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  Data: 2023
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  Label: Accession Number
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  Data: EJ1378894
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        Value: 10.1080/14664208.2022.2037289
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 60
    Subjects:
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: American Indian Languages
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: American Indian Culture
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Language Maintenance
        Type: general
      – SubjectFull: Cultural Maintenance
        Type: general
      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: Educational Policy
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Indigenous Knowledge
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      – SubjectFull: Federal Indian Relationship
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      – SubjectFull: Tribal Sovereignty
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      – SubjectFull: Language Enrollment
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        Type: general
      – SubjectFull: Teacher Certification
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      – SubjectFull: Language Planning
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Native Language Instruction
        Type: general
      – SubjectFull: Oklahoma
        Type: general
    Titles:
      – TitleFull: Sustaining and Revitalizing Indigenous Languages in Oklahoma Public Schools: Educational Sovereignty in Language Policy and Planning
        Type: main
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            NameFull: Tennell, Courtney
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              Y: 2023
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