Including indigenous language instruction in higher education: the case of Nahuatl
Vigil, Jami
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/124559
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
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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
