In the previous newsletter (fall 2008) Karen Little Wounded, LLC Education Coordinator, shared her observations and thoughts during the pre-testing processes for Lakota Language Levels 1 & 2. Now that the post-testing process is about to begin, Tomas Beauchamp, LLC Communications Director, wanted to follow up with a second written interview so that readers can complete their understanding of the pre-and post-testing processes, Karen’s role, and the progress being made in Lakota language education.
TB: Hi Karen, spring is finally here and you’ve been the LLC’s Education Coordinator for almost a year now. What have you learned during your first year?
KLW: My first year as LLC’s Education Coordinator has been a learning experience of becoming familiar with the Lakota Language world. As I became familiar with not only the 32 participating schools but the administration, Lakota Language Teachers and Cadres, school boards, and tribal education committees, I realized that a turning point for Lakota language is occurring.
The students possess the desire to learn and there are teachers who are creative with the curriculum, accountable and that continue to be committed to teaching the language. They are to be commended for their dedication and commitment to the preservation of our native language.
In visiting with individuals involved in Lakota language, I was told that curriculum had been around for 37 years and some people stated that it has been around even longer. So, the thinking process began and we have reflected on why for a number of years that fluent speakers are becoming less numerous and why Lakota students hadn’t been taught the language. So, now it is time to work together and use the “whys” and turn them into positive action.
What really stood out this year were the many methods and models of teaching Lakota throughout the schools I visited.
TB: Tell me more about testing. What does the process involve and what post-testing outcomes do you expect?
KLW: The testing process involves contacting each school to schedule either the pre-or post-testing. The testing is done online and requires the use of their computer lab or whatever resources they have available. Assistance with the testing varies from school to school; however, it would be ideal if the Lakota Language Teachers would assist as it could provide positive and useful feedback from the students by observation.
Of course, the expected outcome of the post-testing of each school is for them to score higher than the pre-test held in the fall of 2008. Some schools are excited and anxious to do the post-test; teachers have expressed interest and told stories of how they hope to show improvement.
The testing provides familiarity and can be used as a standard resource and tracking tool for students. For instance, in a couple of the schools, students that transferred from one reservation to another or even from one school to another within the same reservation know the curriculum and the pre-and post-testing process. The student can transfer right into the Lakota Language Program of a different school without relearning a new program.
TB: How many schools are involved and what are some of the successes?
KLW: There are 32 participating schools for this school year throughout the Cheyenne River, Standing Rock, Pine Ridge, Rosebud Reservations and Sioux Falls areas. I visited these schools throughout the winter and observed progress so I expect increases in scores. The schools are excited about the post-testing and they expect increases in Lakota language proficiency too.
The results from the post-testing will be compiled and then I will send them to the LLC where language and education experts will evaluate them. This process is done in a timely manner and the data are expected to be out late June and returned to the schools shortly afterwards. The data provide important information and a school can use post-testing results to justify their Lakota Language Program as well as strengthen it through requests for increases in teacher positions, budget, and classroom space or classroom time.
In December, the Standing Rock Education Department requested Mid-Year Testing and according to the Education Department Coordinator, they showed a slight increase since the pre-testing in the fall. I was told that the students are now using the Lakota Font at one of the schools which is really great.
TB: Karen, what do you believe leads to success in the classroom?
KLW: I believe that a successful Lakota Language Program requires a specific Lakota Language classroom with technology, access to the recommended instruction time, and a trained teacher that uses the methods and curriculum to instruct interested students. I have observed a young Lakota Language Teacher whose classroom was immersed in curriculum resources. He happens to be a fluent speaker, energetic and very committed to the preservation of the language.
So, in addition to Standing Rock’s Mid-Year Testing, these are my success stories I have seen.
Also, Sioux Falls has been a successful pilot project and is now in a regular Lakota Language Program with the addition of middle school classes. Wóphila to the Lakota Language Teacher, Paulette High Elk, for her great work and continued commitment to preserving the language.
Also, there have been improvements to some schools in the areas of increased teacher positions, separate classrooms, new schools to add to the fall list, and working with border schools to add Lakota Language Programs.
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