Including indigenous language instruction in higher education: the case of Nahuatl

Vigil, Jami

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https://hdl.handle.net/2142/124559 Copy

Description

Title

Including indigenous language instruction in higher education: the case of Nahuatl

Author(s)

Vigil, Jami

Issue Date

2024-04-24

Director of Research (if dissertation) or Advisor (if thesis)

Kang, Hyun-Sook

Doctoral Committee Chair(s)

Kang, Hyun-Sook

Committee Member(s)

• Davila, Liv T
• Herrera, Linda
• Witt, Allison

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Nahuatl
• Indigenous Language Instruction In U.S. Higher Education
• Educational Language Policy And Practice
• Language Loss
• Language Shift
• Indigenous Language Revitalization
• Language Reclamation
• Less Commonly Taught Languages
• Sleeping Languages
• Language Rights
• Applied Linguistics
• Eco-linguistic Language Theory
• Idiez

Language

eng

Abstract

This dissertation involves a qualitative case study investigating the perceptions and experiences of eight university professionals who worked to include instruction in a modern variant of the Nahuatl indigenous language at seven U.S. universities. This study draws from data collected through semi-structured interviews with professors and program directors directly involved in advocating for and sustaining their respective institution’s Nahuatl language courses. This case investigated two key areas: (1) considerations underlying the decision to advocate for a specific indigenous language curriculum; and (2) factors that might contribute to the longevity or long-term success of indigenous language courses within U.S. higher education institutions. The findings show that for indigenous language curriculum to be added to, and subsequently to thrive within, U.S. higher education, certain elements are important. There needs to be strong interest in the subject area from both students and faculty, and a great deal of collaboration within and between institutions is essential. Through those collaborations, universities share the burdens and responsibilities associated with onboarding a language for which there may be no trained faculty within their respective schools. Through collaboration, concerns related to factors such as enrollment numbers, cost-sharing and Title VI funding, curriculum and materials, and expert native-speaking and culturally competent faculty may be successfully addressed. Collaborations between institutions also facilitates partnerships with indigenous organizations that may not otherwise function within the structures and expectations of U.S. higher education institutions, allowing for the incorporation of community-based curriculum, with both teachers and materials. And in this case, an indigenous organization that is rooted within the conceptual framework of Indigenous Language Revitalization (ILR). The findings of this dissertation evidenced that the pedagogical model developed by Instituto de Docencia e Investigacion Etnologica de Zacatecas ii (IDIEZ) is such a program for the Nahuatl language and one that successfully answers many practical problems related to incorporating indigenous languages into institutions of higher education.

Graduation Semester

2024-05

Type of Resource

Text

Handle URL

https://hdl.handle.net/2142/124559

Copyright and License Information

Copyright 2024 Jami Vigil

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