Native American Language Curriculum in Higher Education Through a Tribal Lens

Abstract

This work provides a contemporary view of the perceived relevance, effectiveness, and impact of the University of Oklahoma Native American language courses, asking questions such as, why do these courses exist? Who is the audience for these courses? who benefits from them? What impact are they having on the Oklahoma tribes? Do they create speakers? To answer these questions, I conducted interviews with 6 current students, Native language teachers in higher education, and Native language teachers in tribal settings. I approach this research as a Native American (Mvskoke Creek) researcher through a tribal lens, with the aim of creating positive outcomes in Native American language revitalization. Results of the interviews show that although the language classes do not create speakers directly, they contribute significantly to the sense of identity that Native students on campus feel, and are part of the reason students attend this university. These classes also build meaningful relationships between the instructors and students, and create new respect for the Native Nations and cultures in this state.