>> MELODY: All right, day-own-day-baht-tsahn. Good
morning. Good afternoon everyone.
Welcome to our webinar on Celebrating
Tribal
Early Childhood Language Revitalization
Efforts Across the United States. So I'm
going to go ahead and go over some
logistical items before we get started.
First, this webinar is being recorded for
future reference. Next, all of the phone
and audio lines will be muted to reduce
background noise. And if you wish to ask
a question, please press star six to
unmute your line. And we also have some
resources set up for you to explore on
the left-hand side of the screen. You'll
see a box that says links to resources
and below it a box that says resources to download. So feel free to explore
those resources as we go through our presentation today. So with that let's
get started. Ah-koh. This webinar today is made
possible through the collaboration among the many partners that you see here,
including the National Center in the Early Childhood Training and Technical
Assistance System. As well as the Administration for Native Americans, the
American Indian and Alaska Native Head Start Collaboration Office, the
Region XI AI/AN Training and Technical Assistance team, and the Tribal Early
Childhood Research Center. During the presentation today, you'll hear from
representatives of all of the partners that you saw on that previous slide. And
all of the presenters you'll hear from today are open to taking questions so
feel free to ask your questions using the chat box or to press star six to
unmute your line and ask question. I'm hearing a little bit of an
echo so I'm gonna ask everyone to eliminate the echo when you unmute your
line. Make sure that you also mute or turn down your computer speakers all the
way and only connect through your phone line and that usually helps the echo
disappear. All right, sounds much better. Again, all of the phone lines are muted
and you just need to press star six to unmute your line so we can hear you with
any questions that you have. So just wanted to mention that we are especially
pleased today to welcome our Tribal CCDF grantee spotlight presenters Marie
Clairmont of the Rosebud Sioux Tribe and our AI/AN Head Start grantee spotlight
presenter Jim Parrish of the Choctaw Nation of Oklahoma. Our goal today is to
raise awareness of the tribal and national activities that are occurring
across the country as tribal nations work to revitalize their traditional
languages. And we look forward to sharing ideas and resources and perhaps even
inspirations with you today.
So first, we're going to hear from the Administration for Children and Families
for welcoming remarks. Next, we'll highlight some national level efforts
that support tribal language revitalization. Then we will share tribal,
state, and local initiatives, including our Tribal CCDF and Tribal Head Start
grantee spotlights. And finally, we will share some highlights on current
research and resources for tribal language revitalization. So before we get
started we have an activity for you. So we're curious as to who we have
represented here in this virtual webinar room, and so we'd like to make a Word Cloud
together. Some of you may be familiar with the Word Cloud and we have a
question for you so the question is: What is the language
traditionally spoken by your tribe? So in order to answer this question, we invite
you to share your response with us by typing into the text box that will
appear in the center of your screen. And as you type your response, the word you
type will appear on the screen. And as more people respond, you'll see more
words appear in different colors and different sizes. The larger a word is, the
more times that word is represented in the responses. So in just a moment here
we will get our Word Cloud up for you all to start entering in to.
>> LORRAINE: Hello my name is Lorraine David. I'm with the Fairbanks Native Association
Indigenous Language Project and Servings, and I'm participating on the phone.
So the language I have is the Denaakk'e.
D. E. N. A. A. K. K. Glottal. E. It's the Koyukon Athabascan language. >> MELODY: Wonderful.
Thank you so much. We really appreciate you being here.
Do you mind spelling that again so I can capture that in the chat box so everyone
else can see it? >> LORRAINE: That's D as in David. E. N as in Nancy.
A. A. KK as in kite. And like a hyphen and then E.
Denaakk'e. >> MELODY: Wonderful. Thank you so much. All right so in just a moment you should see
on your screen...
All right and I see we have some people sharing so thank you. Do we have anyone
else on the line that's on listen-only or audio only who would like to share
their language? And again, the phone lines are muted so if you would like to share
feel free, but just remember to press star six on your audio line and then
we'll be able to hear you.
Wonderful. We'll give everyone another couple moments to enter their responses.
And quickly again just wanted to offer the opportunity for anyone who is
on audio only just press star six and we'd love to hear the languages
represented as well. >> DALLAS: Hello everyone, this is Dallas Nelson. I'm with the Thunder
Valley CDC in Pine Ridge South Dakota. The language we represent is Lakota.
L. A. K. O. T. A. Thank you. >> MELODY: Wonderful. Welcome. Thank you so much for being here.
All right. Well, I appreciate everyone participating in our little intro
activity. We're going to go ahead and switch us back so you'll be able to see
the presentation slides again. All right, I just really appreciate all of you for
participating. It's such an amazing honor to be surrounded by so many of our
tribal nations here and to see so many languages represented. And so thank you. Ah hoh.
Thank you everyone for participating. So now with that to get us started we're
going to turn this over to the Administration for Children and Families.
We have Jennifer Amaya-Thompson and Brian Richmond who will get us started
today.
And don't forget to press star six to unmute your audio line. >> JENNIFER: Thank you Melody.
Can you hear me? >> MELODY: Yes, there you are Jennifer. Thank you.
>> JENNIFER: Perfect. Good afternoon everyone. I'm excited to be with all of you today.
November is Native American Heritage Month. We're honored to celebrate tribal
early childhood efforts that support language revitalization across the
United States. My name is Jennifer Amaya- Thompson I am the content lead for
culture and language at the Office of Head Start in the Division of Comprehensive
Services and Training and Technical Assistance at the Administration for
Children and Families. The Office of Head Start, since the inception of Head Start
and Early Head Start programs, has supported a cultural and linguistic
diversity of the families and children in it's programs. Just like the United
States population at large, Head Start families represent an
increasing diversity. For background purposes there are twelve regions for
federal management of all of Head Start. Ten of which are geographically based. The
two order are defined by the populations served.
Region XI are children and families operated by federally recognized
American Indian and Alaska Native tribes. There are a 147 AI/AN
Head Start and 72 Early Head Start programs across the United States. These
programs serve approximately 20,000 children the majority of whom are tribal
children and their families. Head Start commitment to support culturally and
linguistic responsive practices are embedded in the Head Start program performance
standards, which support the efforts of American Indian in Alaska Native program
to incorporate tribal language into the children services. In the most
current standards released in 2016, a new education extender explicitly supports
tribal language revitalization, preservation, or maintenance. The Office
of Head Start continues to reaffirm its ongoing commitment and support for
tribal language revitalization. We know the language and culture are essential
to children's identity and development and supports school readiness.
The Office of Head Start recognizes that tribal language revitalisation is a
complex and a long-term process that can bring immense rewards to children
their families and communities. In planning today's webinar, I have the
honor to work with multiple national, state, and local partners who are highly
committed to ensure that throughout today's presentation we highlighted and
reaffirm the value of tribal language preservation and revitalization efforts
that are underway in the field across early childhood programs. Today's webinar
is an example of effective cross-agency collaborations that energize the TA
networks to strengthen our efforts and support
tribal language. As Melody mentioned, we have about an hour and a half to
increase awareness, learn about tribal practitioners, build understanding of
research and resources that highlight the impact of learning tribal language,
and identify additional areas of interest for short learning and support
tribal language revitalization efforts. I know we can do it. We hope you enjoyed
today's presentation and continue to join our efforts to support the value of
maintaining tribal cultural and linguistic heritage. Before I end my
remarks and introduce you to my colleague Brian Richmond from the Office
of Child Care, I also wanted to thank all of you who are participating in today's
webinar. For your ongoing efforts, your daily commitment, and your passion to
provide high quality services to American Indian, Native Alaskan, and many
other tribal children and families and their Native communities. Once again,
thank you so much and Brian. >> BRIAN: Thank you Jennifer. Anpetu wast'e, boozhoo, ya't'eeh.
Greetings to all. Especially our American Indian/Alaska
Native grantees who represent some of the more than 296
distinct native languages spoken in North America. My name is Brian Richmond
and I work in the Office of Child Care Technical Assistance division to support
our National Center on Tribal Early Childhood Development. And as many of you
may know the Office of Child Care supports language and culture through
our guiding legislation the CCDBG Act, and within the Act under
activities to improve the quality of child care. It promotes providing training
and outreach on engaging parents and families in culturally and
linguistically appropriate ways. To expand their knowledge, skills, and
capacity to become meaningful partners and supporting their child's positive
development. When the Office of Child Care developed a Final Rule to clarify
guidelines for the Act it emphasizes that the share of funds
directed towards quality improvement activities be gradually increase over
the next five years. And now is the perfect opportunity to invest in
enhancing language and cultural programs as many CCDF American Indian/Alaska
Native grantees have received more than double their normal grant funding. And
some of those funds can be spent on activities to improve the quality of
child care, including promotion of language and culture. And to support
language and cultural activities, it is important that we collaborate and share
resources available to us. This may include networking with partners in
early childhood development programs and tribal colleges and universities to see
if there already exists available language curriculum and/or with native
speakers if curriculum needs to be developed. We can also use resources
offered by our partners at the Administration for Native Americans who
support language immersion and revitalization programs. And now without
further ado, I'd like to introduce my colleague Michelle Sauve,
Intergovernmental Affairs Specialist with the Administration for Native
Americans. Who will share with us some important information on legislation and
funding opportunities to support native languages. Michelle. >> MICHELLE: Say-koh iss-kinee-goh-gawn.
Good afternoon or good morning everyone depending on where you are. I'm
delighted to be here today on behalf of the Administration for Native Americans.
We support the goal of social and economic self-sufficiency for Native
communities. Our primary activity that we do to support those efforts is
to provide grants. I want to focus a little bit on our native language work
both legislative and grants today. The Native American Languages Act of 1990
really set the foundation for the federal support of Native
American languages. Reversing the history of sort of outlying and discouraging
tribes from teaching their languages. More recent laws, such as the
Reauthorization of the Elementary and Secondary School Act or ESSA added a
report on native language medium education from the Department of
Education, as well as an immersion grant from the Office of Indian Education
called Native American Languages at ED. There's also been some proposed
reauthorization of the Esther Martinez Native American Language Preservation
Act of 2006. Many of you may be familiar with the Esther Martinez Act because it
funds language nests, which for our purposes at ANA are immersion programs for
children ages 0 to 7. Some of the key changes in the legislation proposed
would include allowing grant funding for up to 5 years instead of the current
3 year limit, and allowing smaller class sizes. Also, on the national level
the Commissioner for the Administration for Native Americans, Jeannie Hovland,
recently testified with leading native language advocates at a hearing held by
the Senate Committee on Indian Affairs in August of this year. So national level
interest in supporting native languages remains strong. The Administration for
Native Americans remains the primary funder for native language projects.
Supporting about 12 million dollars each year. The next round of ANA's funding will
be open in the winter as early as December of 2018. So keep a look out for
that. Grants for the next funding cycle will be awarded on or about August 20, 2019.
Funding for native languages has also seen some modest increases from other federal
sources that I want to make sure you are aware of. There's been more funding and
support at the Bureau of Indian Education in the fiscal year 2018 budget.
And this is key for those of you who transition your Head Start or child care
center kids into BIE schools. Coming up very shortly,
the deadline for the Documenting Endangered Languages Grant, which is
joint funding between the National Science Foundation and the National
Endowment for Humanities. Will close November 18th is their deadline for this
year and you can use that funding for data management, archiving, and fieldwork,
such as the digital documentation of your languages. I want to give you a
heads up that next year's funding deadline for the documenting endangered
languages will be a little earlier. It'll be September 16th of next year. So if
this year's too late notice for you. Start planning for next year's
application. Also, the National Endowment for Humanities had a challenge grant
that was awarded to the First Nations Development Institute. This is funding
for native immersion projects and it's year two of three of the funding they
have available. And the grant application is currently open and applications are
due December 18th. So you can find more information about these topics at our
ANA website by looking at the First Nations Development Institute
or the Documenting Endangered Languages Program. There's a lot more happening to
support native languages across the federal government, and as the different
opportunities come up, it's more critical than ever that we continue to coordinate
so that we can leverage these opportunities and not duplicate efforts.
To this end, the Native Language Memorandum Agreement between the Health
and Human Services US Department of Education and the Department of Interior,
which was first signed in 2012, was recently updated and resigned September
23rd 2018 under the current administration. As part of this
Memorandum of Agreement, the three agencies have co-hosted five national
language summits, and we're beginning to plan one for 2019. There are many native
language resources available from the Administration for Native Americans. For
example, if you want ideas for projects we have two native language project
compendium on our site. They provide a good overview of
those previously funded projects. We also have a native language program brief
that highlights some of the trends and outcomes of our grants from 2011 through
2012. We also have several recorded webinars, which you'll hear about later
on on this webinar. And we have a couple new webinars that have been produced by
a new TA Center funded by ANA: the Native Language Community Coordination. We
encourage you to check out these resources. You can see the URLs on your
slide both from ANA and the Native Language Community Coordination on
ANANLCC.org. We'll be seeking to identify new resources and bring them together in
one central location so stay tuned for more information on that. And feel free
to check back on the ANA website often. I now want to turn it over to Mike
Richardson, the National American Indian/Alaska Native Head Start
Collaboration Office director for some updates from the collaboration office. Mike.
>> MIKE: Michelle wil tahk nah peel a hohk. Thank you for that Michelle. Nah-kee-ah mee-chahm kay hoh mah soo-pah kil ah mah jaw-kee peel ah wah soo mi kil ah ki wah.
Mike Richardson mi kil ah ki wah. My name is Mike
Richardson. Welcome everybody here. I'm so honored to be here and take part
in today's talks. Joanna Whitaker would be joining me on this as well.
There's been so much interest in our tribal languages and cultures. It is such an
honor to be a part of supporting language revitalization throughout our
tribal nations to sustain and revitalize our languages and culture. Our first and
foremost thought is to always listen to what tribe is asking for,
and then look at ways to make it happen. Just a little bit about the role of the
Collaboration Office and language revitalization, we work for the Office of
Head Start Region XI American and Alaska Native Tribal programs. Even though we
work to network, advocate, and find resources to make positive impacts in
0-5 tribal children's lives in all areas. Language and culture maintenance and
revitalization is the foundation for the work that we do. This is what
makes our tribal programs so unique. We've had to honor work with many tribes
across the country from a few words spoken to full immersion programs.
Working with such wonderful programs, as Lana Garcia and Kevin Shendo at Jemez
Pueblo of New Mexico; Brooke Amis and Jason Chandler at Waadookodaading
Ojibwe Language Immersion School; Lac Court Oreilles in Wisconsin; work
of Daryl Rhodes Kipp at the Piegan Institute in Blackfeet, Montana. Those
are just to name a few. As well, as working with in partner with Christine
Sims from University of Mexico Department of Education Language Culture.
Dr. Marie Lynn for an Estonian curator of cultural linguistic revitalization. As
well as Michelle who just left off the Administration for Native Americans.
Namaqua Rollins from the Punana Leo
Immersion Schools in Hilo Hawaii, which you'll hear more about from Lisa after
this presentation. Some of our best resources and knowledge has come from
the tribal programs themselves. And as we move across tribal nations, we look
to see what's working and what's not working. How can we take those resources
and help other programs with them. Or to look at ways in obstacles that may be
there and try to find ways, to find new ways to work better to make this a
more sustainable programs for all of our tribal programs. And we are happy to say
that several regulations and new Head Start regulations have been changed or
adapted to better support the language and our Head Start programs so this
gives the tribes a lot more flexibilities that are part of Head Start.
To be able to move forward with stronger language programs that's based on the
language and culture, and adapt in their curriculum to support and work with it.
I do want to talk a little bit about some of the work we've done. Some of the
biggest things in language has been in our language summits that we've done in
several states. We'll talk a little bit about Washington, which has been an
amazing experience with so much interest in language revitalization in Washington
State. This was a collaborative partnership by
the Head Start Washington Collaboration Office, the Washington
Tribal Early Childhood Liaison Office with the Washington Department of
Education, and tribes from all over Washington State, all coming together to
support language for all early childhood up in the state. With Alaska and Oregon
also being represented. Not just Head Start, but also Indian Child Care
programs there. Any of the programs that had language, we had them there. From the
school systems, from different organizations that came in, and it was
just a wonderful experience. We were the lead organizers [inaudible],
which allowed tribes from all over the state to come together and look at ways
and resources to help develop and sustain language endeavors. The first
year in 2017, the Puyallup Tribe host it. And it was followed the year after about
a [inaudible] this year, and they are currently... and, it has worked so well, they're
currently working on a third one, which would be hosted by the Lummi Tribe in
May of 2019. It's just been a wonderful experience and it's been so much
motivation and passion to make this better each year. And each year the
numbers have continued to grow on participants and we are so excited to
see this grow year after year. To have so many passionate people come together to
help and support each other in their language endeavors, and we see Washington
state just continue to grow in this area. Helping each other working through
things. Finding ways they could support each other. Looking at ways to bring in
additional resources that they may not have known about, but someone else did and
just all working together, not only at the state level, but also nationally by
working with us and ANA and other programs throughout so that we can help
them, support them to move forward. Another state that we've done is Montana.
A lot like Washington State, we looked at the programs there. They have heard
about what happened in Washington, and they wanted us to do the same thing in
Montana. So we saw the very first early
childhood tribal language summit, which was hosted by the Salish Kootenai
College on the Flathead Reservation, Montana in June of this year. And there
was a representation from all seven tribes and all seven tribal colleges, but
education and language departments coming together, in some cases, this is
the very first time some of these departments have sat down together. The
different tribes shared what was working, what was not working in their language
programs. We looked at ways to produce sustainable language programs. That's
with the Washington State Summit. This is collaboration of all the parties mission
there, from the state level, as well as the tribal and ecologists. But we also
added a third day to look at bringing back native
traditional games back into the classrooms and playgrounds. We look at
that as, you know, we have our tribal children having their tribal games as
being a part of their heritage and tradition.
Should be in their classrooms as much as possible. So we looked at that and
using the language and the cultures as the foundation to build everything around.
And a plan is already in place to have the second one around June 2019. So we are
looking forward for these. Both of these states to continue to grow. Just continue
to get better and to continue to support each other throughout these endeavors. We
already have requested for future language summits. We started talks in
Minnesota, Wisconsin, and in New Mexico. What possibility of combining Minnesota and
Wisconsin together. And we would love to see this happen in all of our multi
tribal states. Where all the tribes in that state can come together and sit
down. All tribes in multiple states come together. I know that Jennifer Amaya
Thompson talked to me about doing a national one. In that level as
well. As I know we work very close with ANA on their national language
trainings that they do. So we're looking to get this across the country and to
improve to where things can be sustainable. Not just start, but sustain
language throughout. And at this time I'll let Joanna come in and talk about
the MyPeers Network, Joanna. >> JOANNA: Thank you Mike. And hello everyone. This is Joanna
Whitaker, and I'll be sharing with you a quick overview of the AI/AN language and
culture community on MyPeers. So a little over two years ago, the Office of
Head Start created a Virtual Learning Network called MyPeers and our
collaboration office decided to take advantage of this opportunity and create
a space where individuals implementing language and culture programs could
exchange ideas and share resources, and also celebrate successes, which is so
important because everybody needs encouragement as they take part in this
work. So in regards to what is available, first of all both child care grantees and
Head Start grantees can be a part of this community. It is open to everyone. So
we have both sides sharing their resources and projects with each other.
What's available in the network? It's a place where people can come and learn
about funding and training opportunities related to tribal language development.
Michelle just went through several different funding opportunities that are
available at the national level. And also, we have resources to help make you be
successful in that process, such as the ANA grant application toolkit. You'll be
able to find that there so you can possibly win that funding. One of the
main and most important parts is you can read about other Head Start programs and
child care programs, and what they're doing in their work and language and
cultural revitalization. And that's one of the best parts of our community. We've
had Monique Paulson from Leech-Lake Head
Start share what she was doing with her summer focused classrooms.
Aleutian Pribilofs Head Start shared their traditional foods curriculum, which
they spent a lot of effort creating. And wanted to make that a part of what...
Wanted to share that with others so that they could also do those type of
activities. And we've also had other tribes share language assessment tools
and we also have other tools available to assist with project implementation,
such as creating a mission and vision for yourself.
A Gantt chart that helps you create a timeline on what's best to take and
begin your actual creation of language and culture program. And also, we have
research articles available on brain development, and also, in regards to the
benefits of heritage language learning. So it's a wonderful community to become a
part of, and just to learn about what's going on nationwide in this area. And
there are some of the things you're doing and get some encouragement from
others who are a part of our community. On this Friday, we'll have a live chat at
1 p.m. Eastern Standard Time to continue this conversation from this webinar, and
there'll be instructions on how to join MyPeers later on in the presentation.
So I look forward to seeing all of you there, and now I'll pass this on to
Mike to touch quickly on national regional conference work we do as an
office. >> MIKE: Joanna mi tahk say ah pee lohp. Thank you so much. Oh our national regional
conferences we knew the language summits, which is kind of a small part of what we
do. We try to get word out and work with every program that we possibly can
across the country. We [inaudible] present at the
National Indian Head Start Head Start Directors Association. There are
conferences in June. The Southwest Consortium. The Northwest at
NIEA. Just spoke at NIA our language revitalisation. We work with Office of Head Start.
We worked with Indigenous Language Institute, Smithsonian Language Symposium,
Smithsonian linguistical Society, these are all groups that we work with or spoken
at via presentations with. And we're continuing to do this, because we want
not only for our tribal programs to be able to get as much support as
possible, it also increases that network. And when we work with the linguist it's
getting us to understand that we're doing this from a traditional way of
doing things, and not so much from the linguistic way of doing things. But we
can find ways to work together to support each other to make things better
and more sustainable. We provide guidance and resource
networks to enhance our programs at all levels. With the goal of having all
tribal languages spoken in all of our programs. The last week of this month we
would have a three day training in Albuquerque for Tribal Head Start
programs. With one day being dedicated to language. And we're really pushing
throughout everything that we do, we're really pushing language conversation.
This is what we want for our children is to have them conversational in the
language, and you know we talked a lot about about our partners and everything
else, and like what the Hawaiian group and a lot of the other ones. And Lisa
Ojibway, who's about to follow me and she's going to talk a little bit more in
detail about how some of those partnerships work. And at this time I'm
going to pass it on to my colleague Lisa Ojibway who's in the Infant/Toddler
Specialist Network in the Child Care State Capacity Building Center, Lisa.
>> LISA: Thank you Mike. Ah-nee, ahnish-ah-nah ah bah ahm indijenikah Lisa Ojibway anish nah coy ayn dow.
I'm Lisa Ojibway from the Infant
Toddler Specialist Network within the State Capacity Building Center. And we
work collaboratively with the National Center on Tribal Early Childhood
Development to support the 260 tribes that have CCDF child care programs. This
includes national and regional training and technical assistance opportunities
offered to tribes on topics, such as expanding language revitalization
efforts to reach infants and toddlers and an effort to increase the quality of
child care. For example, through a series of four sessions that were offered as an
American Indian/Alaskan Native Infant Toddler Community of Practice, which had
two cohorts of 61 participants representing 49 tribes. And currently a
state and tribe coordination Community of Practice series, which has 46
participants from 13 states and 26 tribes. So in addition to the examples
that Mike shared regarding Washington and Montana's
language summits, we also wanted to highlight a few state examples of
support for language revitalization. Though Hawaii
was one of the first champions of language revitalization, and the Kanaka
Maoli who are the indigenous people of Hawaii led the way in the 1980s with
language of revitalization efforts, which broadened and expanded to now reach
infants, toddlers, preschool, K through 12, and inspired parents to strengthen the
use of their traditional language. There are now 12
Punana Leo language math programs located throughout five islands within
the state of Hawaii. And they're the world's first accredited early education
programs conducted in an endangered and indigenous language. The accreditation
was issued by the World Indigenous Nations Higher Education Consortium. In
addition, the sixth International Conference on Language Documentation and
Conservation is being held in Hawaii in March of 2019. Also, Montana allocated
funds to support language revitalization in a joint partnership between the state
of Montana and the eight tribal governments in the state of Montana.
State representative Jonathan Windy Boy was instrumental in this innovative
effort, which established the Montana Indian Language Preservation pilot
program so MILP3. And it was respectful of tribal sovereignty as each of the
eight tribes in Montana decided on their approach to language revitalization
efforts with their particular languages. An example in Minnesota, the Minnesota
Department of Education partnered with the Minnesota Indian Affairs Council and
worked in collaboration on the Dakota and Ojibwe Language Revitalization
Strategic Plan. Michigan in 2018 held the 24th Annual Anishinaabemowin
Language Symposium to revitalize language efforts and language immersion
programs throughout the Ojibwe Nation. And the Ojibwe language is also offered
at several of the state universities in both Michigan and Minnesota. And some
of the tribal colleges offer Ojibwe language teaching certification
programs. A couple more. In New Mexico, in 2018 held the Native Languages Symposium in
New Mexico this month in November with a focus on equity in indigenous education
and cross generational model of indigenous education with keynote
speakers and elders panel, a parent panel, a school panel, and breakout
sessions. The New Mexico CCDF leadership team also has a focus on their early
learning guidelines, and they want to enhance them so that they become more
culturally responsive for dual language learners with special attention given to
making the early learning guidelines culturally and linguistically responsive
to support the traditional languages of the Pueblo Nations within New Mexico. And
New Mexico CCDF leadership team has been very interested in supporting language
revitalization efforts and is driving to enhance these early learning guidelines.
Oklahoma, which you'll hear more about in just a little bit, has established the
Oklahoma and Native Languages Association and some Native American
Languages Summit honoring the gifts of Native American languages was held in
Oklahoma this August of 2018 for diverse stakeholders and communities
to share successes, challenges, and paths to further support tribes and
communities to strengthen their traditional native languages. So we want
to celebrate these successes and continue the momentum by sharing with
you today diverse examples and approaches, national level resources, and
the knowledge that there are several states that value your efforts and
strive to encourage tribes language revitalization and immersion programs. So
now I'd like to hand it over to Melody from the National Center on Tribal Early
Childhood Development. >> MELODY: Thank you, Lisa. Day own day baht tsahn. Kyah-kohm-bah bay tah hahdl. Gom-daw-gyah-mah ah kah
Good afternoon everyone. My name is Melody Redbird-Post and I am
the director of the National Center on Tribal Early Childhood Development, and
it's such an honor to be here and to see so many
different tribal nations represented here today. And so just to tell you a
little bit about our National Center, we support American Indian and Alaska
Native Child Care and Development Fund grantees to meet their goals regarding
implementation of the CCDF final rule, including, as Brian and Jennifer had
mentioned earlier, including ensuring that they can design and implement CCDF
and child care services that meet the needs of their children and families
within their community and tribal nations. And this also includes support
to tribes with thinking about ways that they can invest their CCDF quality funds
to support and enhance their tribal language revitalization efforts. And just so
you know, tribal language revitalization has really become a hot topic over the
past couple of years and we're seeing a lot more training and technical
assistance requests through our Center regarding the support in tribal language
revitalization and how CCDF programs might be able to support their tribes
language revitalization efforts through their CCDF in child care services. And so
with that, I just wanted to remind everyone we do have those links to
resources and so feel free to explore. We do have the link, in the links to
resources box on the left-hand side of your screen, the link to our National
Center where you will find links to all of our resources as well as contact
information. And that is why we are very honored to welcome our first grantee
spotlight here and representing the American Indian and Alaska Native CCDF
grantees, we have Marie Clairmont of the Rosebud Sioux Tribe child care
services and Lakota Language Preservation Project. So with that I'm
going to go ahead and hand it over to you Marie. >> MARIE: Good afternoon,
my name is Marie Clairmont from the Rosebud Sioux Tribe child care service
program. I will be going over the slide, Gale Spotted Tail our program director,
put together for this webinar. We are very honored to share our teachings of
our language and culture with all of you and we thank Melody, and all the
organizers, for giving us time. Gale sends greetings and apologizes for
not being able to join us today.
The photo is is a picture of Gale's great-grandmother. The wife of Chief Spotted Tail and infant.
This picture is hanging in the Smithsonian in Washington, D.C. The
significance of it is the Sioux cradleboard, the cradleboard, has many
teachings and is very important for the beginning of the life of an infant. What
you see is called a soft cradleboard. These are made in the early 1800s when
the culture of our people was still being practiced. We have a project called
a Cradleboard Project. We complete it as a part of the Gale's Advocacy Project, as
a global leader, some of you are fortunate to hear of this at the
conference in Denver in September.
History. 1995, began and incorporating language and culture into
the program by educating myself on my identity. In 1998, designed and built
a child care facility that was exclusive of culture elements.
2000, day care center offers bi-cultural and bi-lingual day care services to 6
weeks to 12 weeks of age. Fluent Lakota speakers are hired as "Lakota Educators" to
teach Lakota. In 2009 to 2018, taught song and dance to
children at day care in communities. The purpose was to establish identity, a
positive self-esteem, and a desire to want to learn Lakota. Utilize Lakota
songs because it encompasses language, history, culture, and
spirituality. They are significant sources of the culture in its
traditional content. Lakota songs record relationships. It is these
relationships that are crucial. In 2015 Certificate of Excellence Promoting
Tribal Languages and Early Childhood. 2009, Wolakota Award from Sinte
Gleska University. One selected throughout tribes. 2017,
Cradleboard project creating baby bonnet, quilts, amulets, and moccasins.
2019, provider trainings that includes adverse childhood experience training
understanding our traumas and cultural training site. Slide three. Next slide.
The Sicangu Oyate Cikala Waunspe Oti. In 1999, the RST child care service
designed/built the Sicangu Oyate
Cikala Waunspe Oti day care center/
training center with culture in the fore- front. The goal was to create a
bi-cultural, b-ilingual learning environment to use the training center
as a tool to restore traditional knowledge and to revitalize Lakota
language. Traditional knowledge and language construction will be provided
to the families of the Sicangu. Next slide.
Seven generation. In 2009, employment of the Lakota Waunspekiye for development
and training of staff, parents, and providers. Children enrolled in day
care center learning Lakota language, cultural education training, and
health and safety training. Re-educate our people in the proper techniques
of child rearing practices. Inculcate our traditional social values in
educational training of staff and providers. In 2016, at cultural
educational training, early childhood trainings, health and safety training,
Lakota language instruction, development of increased language and
cultural resources. In 2023, ongoing quality child care, and cultural
educational training, and Lakota language instruction to further develop education
for our children on the importance of our traditional views on recycling and
protecting our ecosystem. The 2030, children with family members as child
care providers, day care centers used only as a training center only. This
depicts our goal to partner with other members of our Oceti Sakowin in the
sharing of resources, early childhood training, support and guidance, and
friendship. Most importantly, to design and teach our children's unity.
You could skip that one and go to the next.
It...
The next one was on Lokata retaining culture identity and professional
development. I don't see it come up.
The next slide will say pictures of documentary called Across the Creek.
Okay, the pictures is from a documentary called Across the Creek. It's Lakota
educator, Lakota language teacher, infant and toddler, and then that was a
circle-time day care kids pictures of what is going on in the classrooms.
Next slide.
The next one is Timpsila Turnip Harvest, and the grandmother telling stories
about the Timpsila she heard from her grandma. And the other picture is a
child care provider with kids hunted and dug timpsila and made their braids.
Next slide. The next slide is on the booklet on water. And it's water. It's
called Mini Wiconi and then the other picture is a small creek and it's called
Wiwila. Next slide.
The next one is on a kinship book for children. Miye. That's me.
The booklet teaches kinship terms. The day care staff and families bring in
pictures of immediate family members living in the home of the child and make
a book. The cover is a picture of their family with the term family Tiwahe. Then
the first picture is a picture of the child. Then the mom, the dad, sisters,
brothers, and so forth. Even if they have a dog, we include their name. The idea
here is the kids learn kinship terms and how to address their family
members, as well as themselves. When each kid's kinship book was completed, the
teacher would go over their book with the child. We use PowerPoint to upload
pictures and insert the term on top. The children enjoy seeing their
family members during the day. Next slide. Resources established. Prepare tool
kids for the provider and family homes that are for the use of
language/learning, such as posters, label, stories, phrases, stories of values,
kinship charts. Preservation efforts by creating audio and video recordings of
daily conversations to help with vocabulary, sentence structure and
cultural protocols. Provide resources in the Office for Cultural Activities, such
as naming ceremonies, honoring, information of family history research
sites for design, songs, and kinship. Development of language learning
resources. Awareness on the status of the language. Use of radio/newspapers, and
social media. Create language tests for progress and use of the incentive store
for progress. Encourage family learning using games.
Lakota bingo. Simon Says. Family Feud. Partner with
local language teachers and local tribal universities. Also include elders and
historians. Incorporate all activities within the
tribal plan section on Quality Improvement Goals. And I would like to
thank you all for listening. Have a nice day. >> MELODY: Thank you so much, Marie, for sharing
all of that wonderful information and all of the activities you have going on
in your program over there. So I just wanted to say we really appreciate you
coming on and representing the CCDF grantees and with that I wanted to go
ahead and open it up to our participants here to our audience. Are there
anyone that has questions for Marie about anything that she covered today?
I'll go ahead and open it up for questions. You can type questions into
the chat box or you can go ahead and press star six to unmute your line. So
Marie, if you stay on the line for a little bit we will see if anyone has any
questions for you. >> MARIE: Okay. >> MELODY: And we do have a question from Martha Reyes. She asks if
they have access to the slide show? So yes, the slides are available and they
are posted to the website that we talked about earlier. And if you go to the links,
to resources box, and you go down to where it says webinar slides. You can
click on that and then click on browse to and it will take you there. Alright.
And do we have any questions for Marie? We have...
Let's see, we have some people typing in the chat box and again press star six to
unmute your line and ask us your question. >> MARIE: Okay, come on.
All right, just giving everyone a moment. Oh, I see. We have somebody raise their
hand so let me go ahead and see here, if we can get them unmuted. Okay, looks like
Carolyn you raised your hand. Go ahead and you should be unmuted. >> LORRAINE: Hello, this is
Lorraine David. I was wondering if I would be able to get the information from this
webinar by email? >> MELODY: Yes. yes. You certainly can.
So to get that information... let me see, the best way would probably be to... you
can either, well I'm gonna give you the email address for our National Center,
and we're going, let me see if I can, I'm going to put it in the chat box also in
case there's anyone else who wants it. So hold on just a second. Okay, are you ready?
It is. >> LORRAINE: Yes. >> MELODY: So it's the acronym for our National Center. So N. C as in
National Center and then T., E., for tribal early childhood and then C., D., for child
development so that's the National Center on Tribal Early Childhood
Development. So N. C. T. E. C. D. @ and then the last part is
ECETTA. E. C. E. and then T. T. A. Like training. >> LORRAINE: Okay yeah. >> MELODY: And
there's a dot INFO. So NCTECD@ECETTA.INFO.
So if you email that email address we can go ahead and send you the link to
the webinar slides. >> LORRAINE: Okay. >> MELODY: I appreciate it. Thank you. Thank
you so much, and we did have a couple of questions here. Sharon asked how long will you
be on the grant guessing that's for Marie. >> LORRAINE: Oh for me? For Lorraine or for Marie? >> MELODY: Oh it
that was a question for Marie. Sorry Lorraine. >> LORRAINE: Oh okay. I'm going, I'm going on mute again. >> MELODY: Okay
thank you.
All right. Sharon had a question. How long will you be on the grant? >> MARIE: I don't know at
this point. Is that with the language? >> MELODY: I
think that might be what she's asking about? >> MARIE: Okay, and I think it's, well for now
we've had the grant for like three years now. So I think it's like a, it's like a
continuance grant with the tribe, but I'm not sure. >> MELODY: All right. Well, thank you Marie.
I'm going to go ahead and move along to our next presenter. So with that I just
wanted to say Ah hoh. Thank you so much Marie for representing Rosebud Sioux
Tribe CCDF, and thank you everyone for participating and asking some questions.
And so for now I wanted to go ahead and turn it over to my colleague Carol
Bellamy who will introduce our next presenter, Carol. >> CAROL: Yes.
Thank you Melody. Good afternoon everyone. My name is Carol Bellamy and I am the
Systems Specialist for region XI AI/AN T&TA. In this role I am able to work
with many programs across the United States and one of the
first programs I went to visit as a System Specialist was the Choctaw Nation
of Oklahoma. It's my pleasure to introduce someone who is not only the
Executive Education Director of School Programs, but also the Senior Director of
the School of Choctaw Nation. Welcome Mr. Jim Parrish from Choctaw Nation of
Oklahoma.
>> MELODY: And Jim, you might need to press star six to unmute your line. Oh there you are.
>> JIM: There I am. Well haliko everyone. Sorry about that, but Joh-shi yoh ah Jim Parrish Choctaw noh
bai kahn-nah yee ah ahshi kah boh kah mee ah see-ah.
I am the director of the School of
Choctaw Language and the Education Director for the Choctaw Nation of
Oklahoma. It is a pleasure to be with you today to talk about the Choctaw Nation
revitalization efforts, which includes our Head Start. The title of my
presentation today is: Maximizing Language Teachers with Technology, and as
I look at the next slide we will see that the purpose of technology in this
session is to share with you how the Choctaw Language Department uses
technology to maximize the use of their Choctaw Language Teachers. There is a
shortage of qualified Native Language Teachers and because of this shortage
the Choctaw Nation uses technology to teach the Choctaw Language to a larger
number of people, including our Head Starts. The Choctaw Nation is located in
southeast Oklahoma and it covers approximately 11,000 square miles and
with that we have about 220 tribal citizens with only about a 110
of those tribal members living in Oklahoma. So as a Language Department, we
really reached out and said how are we going to reach more Choctow people and
teach the Choctaw Language. As we look at our revitalization efforts it is
estimated now that we have about 200 per - excuse me - 2,000 first
speakers. And we know that these revitalization efforts are important and
and time is of the essence. As we see different venues in different ways to
reach out to our tribal people. Our students in Oklahoma, our tribal members
attend the public schools so that gives us an opportunity of being there
to teach the language, and I'll tell you about that in just a little bit. With our
department at the Choctaw Nation, our Language Department started in 1997 with
one person and today we have, we employ 28 people, which includes 18 tribal and
certified teachers by the state of Oklahoma. So our Language Teachers are
very important to us, but we have such a wide area and so many different venues
that we want to maximize our teachers with the technology that we have today.
Our Language Department focuses on speaking conversationally and I want to
share with you just some of our other venues before I get into our Head
Start. First of all, we teach out into our communities night classes. Everyone is
welcome. We actually send the teacher to be on-site there. We have about 32 of
those across Oklahoma, and also including San Francisco and Los Angeles. We also
have teachers at our local university Southeastern Oklahoma State University
that teaches 18 hours of Choctaw for college credit. And we also teach our
employee classes here at the Choctaw Nation, and we have teachers that go to
those classes and teach our employees. But on using technology. We also use our
technology for internet classes that's known all over the world, and we have
about 200 students in that. And over seven courses that are actually free to
our Choctaw citizens. We also have an online class at Southeastern Oklahoma
State University. And this semester was our pilot program with that and it
went really great and we're going to continue with that. But we also use our
technology to teach the native language in 42 of our public schools, and our
teachers are certified by the state of Oklahoma. And we do get world language
credit for this, but we use our distance learning labs and I'm going to explain
it to you in just a second about how we do that. But we also teach in our
14 Head Starts. I am presently speaking to you from the School of Choctaw
Language, which is located in our headquarters in Durant Oklahoma. And as I
think about that in being in our School of Choctaw Language, we have 20 labs in
which , technology teaching labs, in which we
broadcast out to several venues as I was speaking to you to in order to teach a
language. So in our Head Starts you will notice, as we look at our Head Start
programs, we have 14 Head Starts in the Choctaw Nation and we teach to about 333
students or Head Start students in those locations. And we have 20 classes. Some of
our locations have more than one class of Head Start children. So we know that
this is a real problem. It's scattered all over the ten and a half County so we
use our technology to reach out to each and every one of these classes so that
we can deliver language lessons. So let's take a look at what distant learn,
distance learning really means. Distance learning refers to a teaching method
that occurs when students and teachers are located in two different places. It
provides live face-to-face interaction so both students and teachers can engage
with each other. You can also share electronic documents along with voice
and video. So we are going to look today at what one of our technology
teaching labs looks like. So my next slide, you can see our Head Start teaching lab.
And I want to share with you just for a second that our teachers and staff
that our Head Start supplement what we teach and broadcast out to our Head
Start teaching labs. So our teachers are always supplementing what our language
teachers are teaching our students. So together we have it, we come together as
a team in order to teach these young people our native language. So I wanted
to show you today that Head Start teaching labs and just kind of make a
highlight of some of the of the equipment that we have to use so to
speak. If you'll see at the bottom left of the picture, you'll see a normal
computer monitor and so we can use that monitor and we can broadcast things
up on the screen. Whatever we want to do, at any time, at any place that we want to.
In the right of the slide you will see a huge TV monitor that we
have and with this, and I'll show you this in the next slide, we'll be able
see the school children or the Head Start children in any location that we
broadcast out to and then we're able to have that face-to-face conversation. At
the top of the big monitor, on the right, top right, you will see a video conference
unit or a video camera, and with that video camera we're able to see the
children and the children are also able to see us because they have a similar
lab and they're located in their classrooms across the Choctaw Nation.
I would show you one other piece of equipment, but it looks like, it looks
like a puppet. The frog puppet is covering up my document camera so I'll
have to show you that in the next slide. So let's look at how this face-to-face
interaction occurs with our Head Start teaching lab. As you can see in our
face-to-face interaction, as we look at that own our right
is our teacher, and we put this up on the screen so you can see the students
can see our teacher on the right. And as she is visiting and talking to them and
teaching them language lesson the picture on the left is the monitor where we can
actually see that class, and we can talk face-to-face. Our teachers are involved,
you can see our teachers involved in that slide. You can see our students are
involved and we have that live interaction. Face-to-face. Once again, I
want to say is that this teaching of the language is also enhanced by the
teachers on a daily basis. Even after these two classes conclude. The teachers
are always working with the students on their language efforts. As we look
at this, also, it is... let me move to the next slide, and you will see that the
teaching resources. And as I shown you, the labs you can see the puppets to keep
the children interested and then you notice my teacher. You can see the
document camera, and then on the right hand side of the screen and any
documents or pictures of animals or colors or numbers. Anything that we want to us
will come up on the monitoring screen, and then we use that to teach the
children different things. We have our curriculum, our curriculum was
written by our curriculum specialists, and we're writing about the curriculum
specialists that we have. And we got pictures slides of our first speakers that
we work with in the Language Department has worked on our curriculum. It was
probably from the curriculum that we already had. It probably took us six
months to get our curriculum ready and the spots ready in order to teach this,
and we've been doing this for several years. Actually, I would just say this for
over ten years we've been using the technology to reach out to our tribal
members in one way or another. Much like, as you see, that we're reaching
out to our Head Start so staff training is also very important. In learning
how to use the teaching labs, I have a next slide up and it's called: Keeping
Kids Engaged. So we really have to work really hard. Our sessions usually last 10
to 15 minutes in this venue, but at the Choctaw Language Department we not
only teach the language, but we teach teachers how to teach.
And so our staff is constantly working on different ways, different staff
development, I'm constantly working on their delivery styles, and teaching
styles, in the technique to better relate to the children. One thing that we found
out is, yes, we would like to be in that [inaudible].
.... Is to have our teaching labs and our distant teaching lab as you
can see. One of the next slides that I have is vocabulary works. And I
put this up because we use these and we have slides for them that we can broadcast out
on our television screen. And of course, as you can see when the teacher shows the screen of the dog the kids will say Ofi, Ofi. [inaudible].
[inaudible]. We actually do a post test at the end of the year to see what students have retained. To measure how successful we are
or is there something that we need to do or that we need to change. And we work with our teachers.
Also that are located in those Head Starts. How can we do this
better? And what other things that can we do to be successful? In my last slide is
just simply see Choctaw words that I'm done. Makvlla. So that's all. And I
hope that I've helped you out today, and maybe you can see how we maximize
technical, technology and maximizing our language teachers with this technology. I
just want to say this in closing, just feel free to get a hold of me at any
time. Here's my contact information or on the slides is our website on this
slide. You can see other things that we do but I just want to say this, we
started out very small and built up to where we are at today so don't be
discouraged. If this takes a little bit, a little bit, to get started, I
will say this, we are completely tribal funded. And also to the equipment for the
lab that you see costs about S7,000 but you have to have
the equipment on both ends of the broadcast, not only here at the language
school but also at our Head Start. But we're very pleased with the results
of this and I'll be glad to take any questions
that you might have for me today. >> MELODY: Thank you so much Jim. Ah-hoh. We really
appreciate you sharing that. Those amazing innovations that you guys have
come up with. Jim, we do have some questions coming in through the chat box
so I'm just going to go down the list here. So Carolyn Koda Pony asks: Can we
come visit you Mr. Parrish? >> JIM: Yeah, we would be glad for you to come visit us.
We're proud and fortunate to have a very good staff of first language speakers
that work with us that are educators and have developed the
curriculum and the concept that we have. And we would all be glad for you to
come see us. >> MELODY: Wonderful, and we do have a couple other questions.
Suzanne asks: I want to get a better understanding how do the language
teachers promote and provide meaningful context for young children to learn
their tribal language, do they do games, stories, seasonal tribal activities, can
you give us one example? >> JIM: Yeah, sometimes with our students, if you can see the
puppets, they'll use those puppets to tell Choctaw stories. Our teachers will.
But also in our centers, they invite Choctaw people from their different
communities to come into our Head Start centers to talk about language. To
talk about culture, talk to us about Choctaw stories. Anything like this
where our elders and other people do go into our centers and do that in person.
If they are asked to do, but we supplement that with our teachers also
here. I hope that answers your question.
>> MELODY: Wonderful Jim. And we have a couple other questions, and then we'll start to kind
of transition to the next presenter, but we do have a question from Jenny Richard:
is your goal for Choctaw Nation Head Start students to be fluent in Choctaw
or just to be familiar with Choctaw terms? >> JIM: So for the most part, this is a
introduction to Choctaw to some students in our different locations. In
the Choctaw Nation, they have a speaker within their family and/or
they may speak some within that home and they may not, okay. So really, we look
at this as an introduction to our Choctaw students. Would they be fluent
when they finish Head Start? No, because we'd only have them for that one year
all right, but we do want them to become fluent so we hope that we encourage them
to want to be a language learner and to get involved in our language programs in
other ways, but this is an introduction. We like to say this is an
introduction to get them to drink of the water and wanting them to really learn
about their Choctaw heritage and culture in their language. >> MELODY: Wonderful, and then we
do have another... Deborah, Jim says that Yakima Nation wants to come visit you
too. And then we have one final question Carolyn asks: Do you work only with Head
Start or do you work with tribal child care as well? And how long after the
inception of your revitalization department did it take to get into the
early childhood program? >> JIM: You know sometimes we work with child care, but
they sometimes don't have the ability to broadcast for us to broadcast out
from our Learning Labs. We do talk with our child care. I am the Executive
Director over that also, but we just don't have the technology to do that
right now. We wish we did, and we can do more and more. We understand about how
the brain works and the younger we start a child with a language efforts the
better off that we are after. After inception... how long did it take to get into the
early childhood programs? You know I can't really answer that question. I've
been here 10 years. We've been involved in the Head Start programs and early
childhood at all ten years so I'm gonna say probably about 15 years they've been
involved with our early childhood program in this kind of way.
>> MELODY: Wonderful. Thank you so much and I believe we had a
participant who raised their hand. All right, I don't hear anyone maybe your
muted. Press star six to unmute your line.
All right, well we really appreciate all of you. This has just been wonderful. We
do have a couple more presenters here so we really hope that all of you here on
the webinar don't mind staying on a few minutes longer. I know that we are slated
to close at the half hour in about seven minutes, but we have some great
discussion going on and so I just really ask all of you if you don't mind just
staying with us for a few more moments. And if you have to leave, this webinar is
being recorded so you'll be able to view it at your convenience so with that I
just wanted to say Ah hoh. Thank you so much Jim. Thank you for sharing all of
your wonderful work that you're doing and really appreciate you being here. And
thank you all of you for all of your questions, and with that I'm gonna go
ahead and turn it over to our next presenter Michelle Sarche you're up.
>> MICHELLE: Can you hear me? >> MELODY: Yes, we can. >> MICHELLE: Okay, great. Good morning, good afternoon everybody. My
name is Michelle Sarche and I'm with the Tribal Early Childhood Research
Center at the University of Colorado at the Anschutz Medical Campus in Aurora,
Colorado. We are funded by the Administration for Children and Families,
Office of Planning Research and Evaluation to bring together early
childhood researchers, tribal child care, home visiting, and Head Start program
leaders, as well, as federal partners and other tribal early childhood
stakeholders to grow the field of tribal early childhood research through pilot
work measure development and training. And in all of its efforts, the TRC seeks
to ensure that tribal voices and priorities are at the forefront,
and communities of learning, which are virtual spaces for all of those groups
together, are at the center of the work of the TRC. And some of you on this call
may have been involved in some of that community of learning work. What I wanted
to highlight very briefly here is some work that the TRC Native Language and
Culture Community of Learning is doing. Using data from the American Indian and
Alaska Native Head Start Family and Child Experiences Survey or AI/AN Faces 2015.
We are using data from that national study of Region XI Head Start programs
and children to put together two research briefs focused on children's
native language and culture experiences in their homes and communities and in
their Region XI Head Start classrooms and programs. And very briefly, I just
wanted to highlight some aspects of the data that are opportunities to celebrate
what is being done in homes and communities and classrooms and programs,
but also take the opportunity to show how these data underscore the critical
need for the work described here today to support parents and programs in their
native language learning goals for children. So as we all know, parents want
their children to learn a native language. Based on AI/AN phases data and
again these data are representative of all children in Region XI Head Start. The
majority or 90% of Region XI children have parents who say it is somewhat or
very important that their child learn a native language, and to that end nearly
half or about 49% of Region XI children have parents who report at least some
native language use in their home. On the other hand or on the flip side of
that, just over half or about 51% of children have parents who report that
there is no native language use at all at home, and only five percent of
children in Region XI nationwide have parents who report that a native
language is the primary language at home. We also know that Region XI Head Start
programs also prioritized children's native language learning. As we've heard
here today, and the work certainly presented by Jim and his Head Start work,
and the same is true for tribal child care programs, as highlighted by Marie,
but based on the AI/AN fases data we can see that over half of Region XI
children are in classrooms that include formal native language instruction so
about 55% of children are in those kind of classrooms. And about 65% of all
Region XI children are in classrooms that use a native language at least some
of the time for instruction. Also, nearly three-quarters of Region XI children
have a language or cultural elder or specialist available at the center or
program level, but on the other hand, fewer than half of Region XI children
are in a classrooms that have printed materials in a native language
about 37%, where children are read to in a native language about 25%, and
fewer than half have a language or cultural elder or specialist available
on a consistent basis at the classroom level. To that end, about a quarter of
children center directors and about a third of their program directors
identified integrating native culture and language into the curriculum as an
area they needed support to lead more effectively. So I think Jim highlighted
this. That you know native language revitalization is a process within
communities, as well as nationwide. And these data from Region XI Head Start
offers a snapshot in time. We know that parents and programs and Native Nations
as a whole are on an upward trajectory of native language revitalization, and
the data, which are just a few little pieces of data, that I shared here today
can be used to see where we are but also to strengthen our resolve to go
further. Which is why I know we are all here today doing what we do so with our
diverse expertise this is just a call that we must continue to grow our
efforts to support Head Start parents and programs in realizing their goals
for Native children's language learning. And so here are just a few resources I
know you'll have access to on these slides, but for the Tribal Early Childhood
Research Center. As well as the Native Children's Research Exchange. We have a
conference once a year and we're going to have another one in 2019. And
also a link to the AI/AN Faces website at ACF where you can also Google AI/AN
Faces to read more and learn more about the data collected in that study, thank
you. >> MELODY: Thank you so much Michelle, and now to share some more information on
resources available, I'm going to turn it over to Suzanne.
Suzanne you might need to press star six to unmute your line. >> SUZANNE: Okay.
Here I am again. You can hear me now?
Okay, I work with the Head Start Information and Knowledge Center and the
ECLKC in particular and I'm excited to be here and highlight some of our
important resources focused on language, tribal language preservation. I'm going to
go really quickly because most of these resources are listed in the panel to
your left. I just want to tell you that you can find the AI/AN pages by going to
that Head Start program listing, and then when you click on explore resources they
go to a page that lists three categories of resources. Tribal language and
cultural resources are important to the effort we're working with today so I
want to highlight the information on the first one. So if you've been asking
yourself during this session "Wow, many of these participants are sharing such
valuable information and there's so many resources I wonder where I get started?"
And what we recommend is this first resource here has a compilation based on
a report of national efforts across the US with interviews from tribal leaders,
program staff, and parents. And it offers templates on preparing and developing a
strategy for implementing language learning for children and adult learners
in your program. So please don't overlook this resource as just the beginning and
jumping-off points. And also, in this area is the important resource: Making It Work.
It's a suite of products that help AI/AN program present traditional cultural
skills, values, beliefs, and life ways to school readiness. You can create cultural
lesson plans to engage families and communities. Document children's progress
using your own ongoing child assessment process, and
develop individualized and small group lesson plans that match children's
interests and needs. Plus there's another
standards-in-action for tribal preservation that offers a vignette from
the AI/AN Sunshine Head Start that describes how participants in the
program work with the language and culture committee established by the
tribal government, and also includes specific references. On the final slide,
I'm going to just briefly highlight AI/AN readiness resources. A suite of webinars
for managers and for directors and a suite of webinars for teachers and
caregivers. So the resources are here. The slides will be available. Michelle Sauve
has already talked about the ANA plethora of resources and funding
opportunities available so next, I'm going to pass this on to Deb Mazzeo who's
going to share the best way to gain from the knowledge and experiences that come
from the tribes themselves, and it's the platform called MyPeers.
Take it away Deb. >> DEB: Thank you so much Suzanne. Hello everyone my name is
Deborah Mazzeo and I am the Cultural and Linguistic Practices Coordinator at the
National Center for Early Childhood Cevelopment, Teaching, and Learning. And as
Suzanne stated, I want to reiterate the use of MyPeers, which Joanna had also
talked about briefly a bit earlier in the presentation. So that everyone is
aware MyPeers is a free online platform for connecting with each other after
this webinar ends. It is a great space for sharing ideas and resources and
asking questions of one another for support.
We really encourage you to tell us what you might need from the National Centers.
There are two communities in particular that may interest you and the images for
both of them are on this slide. So it's the AI/AN Language and Culture Community
and the Culturally and Linguistically Responsive Practices
Community. So once you register, and we'll place the link into the chat box again,
but you'll also find it in the side panel link to resources. Once you
register for that for the platform look for these two images and join those
communities, we're planning on having a follow-up conversation to this webinar
on the MyPeers platform on Friday, November 16th. And that'll be from one
o'clock to 2 o'clock p.m. Eastern Time. So if you're not already a member of MyPeers,
please be sure to join and complete that short form. If you're
already on MyPeers, be sure to join the AI/AN Language and Culture Community,
because that is the community where the chat will happen and if for any reason
you can't join on this Friday the 16th, the chat will be archived so you can
always go back and see what resources may have been shared. We'll also use a
phone line on that day too so besides being online in the chat, you'll plan to
call in and talk, and you'll get that number for calling when you log in to MyPeers
through the announcement or chat box that pops up. So with that we look
forward to seeing you online and I will turn it back over to Melody who has
some questions and we'll be giving some closing remarks. >> MELODY: Thank you so much Deb.
All right, so now that we've heard some resources on how you can connect and
follow-up on tribal language revitalization efforts, we do
you have a couple of questions for you. Again, I just wanted to say thank you so
much to you for staying with us. Our first question is going to show up here
on your screen and it is: Are you familiar with any of the following
resources? So we just asked to take a look quickly at those resources listed
and select those that you're familiar with, and we're also asking you what
other resources or tools are you using to support your work related to tribal
language revitalization in early childhood? And so if you click on the box
in the middle of your screen you'll be able to type in what any other resources
or tools that you're using to support your work that you're willing to share.
So really appreciate you all participating, I see we have some people
selecting the resources. And we have someone typing into the box so we'll
give everyone a moment to type in and we'll let you all type in and then if
you prefer to answer over the phone line just press star six to unmute. And I know
we do have some of you connecting via audio so I'm going to go ahead and read
the resources. Just wanting to know if you're familiar with The Making it Work
resources, and also if you're familiar with The Report on Tribal Language
Revitalization in Head Start and Early Head Start? All right, and if you are
interested in accessing the resources listed just please let us know we'd be
happy to send you the links. There will be a follow-up email that goes out to
participants who registered for this webinar so you'll also get some links to
the resources that way as well. And all of the resources that are shared
are links to the webinar presentation that you can download and access through
the website through the National Center on Tribal Early Childhood Development
website. So we'll put that link into the chat box again so you
can access the slide and you'll be able to just click on the resources once you
have those slides up. Awesome, thank you so much. I see we have lots of wonderful
resources here we really appreciate all of you participating and thank you so
much for sharing this is really helpful, and we do have another question for you.
So I'm going to switch over here so just wanted to say thank you to all of you
for responding and we'll go to our next question really quickly. Please let us
know any topics that you might be interested in for future webinars?
So around tribal language revitalization, what else are you interested in? What
would you like to continue the conversation on? So some ideas might be
funding sources, research behind language development, ideas from other tribal
nations, if you have particular interest that you'd like to explore feel free to
list it. You'll see a box on your screen that came up it says please list any
topics that you're interested in so if you would please type your answer your
response there and hit enter and then it will show up for you. So I just wanted to
say if you have other ideas, other topics that you'd like for to hear on
future webinars also feel free to use the chat box. The chat box is also there
down on the lower right-hand side of your screen so if you have additional
ideas feel free to use that chat box. If you have more than one idea, we really
appreciate you participating and taking the time today we really value your
input. All right and I see some responses coming in. Thank you so much. All right,
wonderful. Looks like a lot of you want ideas from other tribal nations so
that's really exciting. All right, well we're going go ahead and we
are going get ready to move on and close out. I just wanted to say Ah-hoh gah say law.
Thank you so much for taking the time today to join us in our webinar today,
and we really appreciate all of you for sticking with us and for your input, your
insight, and your questions for our presenters. And we just also ask that you
take a moment before you leave today and share some of your feedback on our
webinar so we're going to go ahead and pull up our webinar feedback form and we
really appreciate you just clicking on that link that's going pop up and let us
know how we did. We are always looking for ways to improve and we really value
your input so we're going to also put the link in the chat box so that way
just give us some feedback and on that feedback form you can also enter some
ideas or needs around other technical assistance opportunities. So again we
really appreciate you taking the time today and we wanted to leave you with
this as we close out our webinar today. We wanted to just remind all of us
everyone here of the quote of a saying from Lakota Chief Sitting Bull, he said:
"Let us put our minds together and see what life we can make for our children."
And just wanted to say thank you so much, we appreciate all of your efforts to
support tribal language revitalization and early childhood and we really
appreciate you taking the time today to spend some time with us this afternoon.
So with that I'm going to go ahead and say Oh-bah-hah. Thank you so much and
we will go ahead and tell everyone go ahead and have a wonderful rest of your
day. We're going to go ahead and end our presentation here. Thank you everyone. >> WOMAN: Bye.
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