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Grassroots Suggestions for Linking Native-Language Learning, Native American Studies, and Mainstream Education in Reservation Schools with Mixed Indian and White Student Populations

机译：基层建议将印第安人和白人学生人口混合的保留学校中的母语学习，美洲原住民研究和主流教育联系起来

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摘要

Indigenous-language education is critical in the rural and small-town communities with mixed nativeon-native populations that constitute the headwaters of many dying tongues. Emerging from interviews conducted in 2002 and 2003 on the Flathead Indian Reservation with 89 study participants holding diverse perspectives is the need for a unifying reservation-wide preK-16 language curriculum that will bring about continuous and meaningful connections (1) across Indian-language-education programmes, (2) between Indian-language classrooms and mainstream classrooms, and (3) between native language education and Native American Studies. This paper considers the grassroots suggestions for building such a curriculum encountered among cultural and community leaders, educators and parents, historians and politicians, Indians and non-Indians, and advocates and sceptics of indigenous-language education. The study findings indicate that framing indigenous-language learning as part of place-based multicultural education is a promising approach. Prospects for indigenous-language survival can be enhanced by moving native-language education in a direction that is acceptable to and beneficial for most, if not all, members of mixed communities in a global age.
机译：土著语言教育在农村和小城镇社区至关重要，这些社区的土著/非本地居民混合在一起，构成了许多濒于灭绝的语言的源头。从2002年和2003年对Flathead印度保留地进行的访谈中，有89位研究参与者持不同观点，这需要一种统一的，整个保留期的preK-16语言课程，以在整个印度语言中带来持续而有意义的联系（1）教育计划，（2）在印度语教室和主流教室之间，以及（3）在母语教育和美国原住民研究之间。本文考虑了建立这样的课程的基层建议，这些课程在文化和社区领袖，教育者和父母，历史学家和政客，印第安人和非印第安人以及土著语言教育的拥护者和怀疑者中遇到。研究结果表明，将本土语言学习作为基于场所的多元文化教育的一部分是一种很有前途的方法。通过将母语教育朝着全球化时代中大多数（如果不是全部）混合社区的大多数人都可以接受和受益的方向发展，可以提高土著语言生存的前景。

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