Language Ideologies and Practices among University Learners of Native American Languages

Abstract

This thesis examines language ideologies among university learners of Native American languages. Given that attitudes and beliefs toward these languages can have a direct impact on the learning process, recognizing ideologies present among students provides a means of contesting distorted views that perpetuate misconceptions and impede learning. A cursory glance of the language courses included in the research will be provided along with a description of the methodology employed in the study. Elucidating theoretical concepts driving the research, language ideologies will be examined to demonstrate ways in which they perpetuate inequality. Viewing the University of Oklahoma as a key ideological site, a historical sketch on language ideologies that have shaped federal government policies related to Native American languages will be presented. After establishing this context, data from the survey used for the present study will be revealed. In presenting the findings, language ideologies present in the university classroom will be identified, interpreted, and contested. The final chapter articulates the need to view Native American language learning as a human rights issue tied to larger efforts aimed at strengthening tribal communities through decolonization. In order to make this recognition, distorted views imbued with authority must be contested to promote an increased understanding of Native languages and the cultures they represent.