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Collaboration among contemporary Native American communities and local public schools is vital for nurturing Native languages. Although public schools cannot bear the entire burden, Native-language education will remain on the margins without their support. Using case studies of school districts on the Flathead Indian Reservation in Montana, Crossing Mountains provides important insights about integrating Native-language learning into public education. Phyllis Ngai argues that carefully designed and inclusive Native-language programs can benefit communities and students regardless of ethnic identity by providing for language-revitalization and promoting intercultural competence.
Phyllis Ngai teaches in the Department of Communication Studies at The University of Montana-Missoula. She co-directed primary-school and middle-school Indian Education for All (IEFA) programs in Missoula, Montana.
Table of ContentsAcknowledgmentsForewordIntroductionChapter 1. The Context of Native American Language Education in MontanaChapter 2. How Can Public Schools Help? A Local InquiryChapter 3. Salish Language Education: A Record of Heroic Steps in the Face of Steep ObstaclesChapter 4. Collaborative Possibilities for Enhancing Native American Language Education: Grassroots SuggestionsChapter 5. Churchill School District: The Balancing ActChapter 6. Elkhorn School District: Leading the WayChapter 7. Mountainview School District: Breaking the BarriersChapter 8. Building a Bridging Native American Language CurriculumChapter 9. Native American Language Learning as Place-based Multicultural EducationReferencesAppendix 1About the Author
Phyllis Ngai carefully and thoughtfully captures the voices of stakeholders in Salish language education. Crossing Mountains demonstrates how an understanding of the relationships between Native and non-Native communities is needed to establish indigenous languages as a vital part of public education. This text is a 'must read' for those interested in indigenous language advocacy.
