“My students are my most excellent teachers”: Preparing teachers for the diné dual language classroom

Louise Lockard, Sara Abercrombie, Velma M. Hale

Research output: Contribution to journalArticlepeer-review

Abstract

We ask, “How do we build on socio-historical foundations to support culturally sustaining and revitalizing communities of practice for teachers of Diné language?" This question serves as a call to action to reverse oppressive language policy and to learn from our students who remain “our most excellent teachers”. This study combines data from teacher interviews with data from a structured survey. Teacher participants were invited to complete a survey that measures Attitudes Toward the value of bilingual education for their students and Culturally Responsive Teacher Self-Efficacy.

Original languageEnglish (US)
Pages (from-to)92-98
Number of pages7
JournalJournal of Higher Education Theory and Practice
Volume20
Issue number7
DOIs
StatePublished - 2020

Keywords

  • Dine language
  • Dual language
  • Indigenous education
  • Navajo education
  • Navajo language

ASJC Scopus subject areas

  • Education

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