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ERIC Number: ED415067
Record Type: Non-Journal
Publication Date: 1997
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
School-Community-University Collaborations: The American Indian Language Development Institute.
McCarty, Teresa L.; Watahomigie, Lucille J.; Yamamoto, Akira Y.; Zepeda, Ofelia
This paper describes the American Indian Language Development Institute (AILDI), which can serve as a model for connecting school, community, and university resources to strengthen indigenous languages. Since 1978, AILDI has held annual summer institutes that team community-based native speakers of indigenous languages with academic linguists and bilingual educators committed to using linguistic knowledge to improve curriculum and practice in Indian schools. Over the years, AILDI has trained over 1,000 parents and school-based educators, raised consciousness about the linguistic and cultural stakes at risk, facilitated development of indigenous literatures and a cadre of native-speaking teachers, and influenced federal policy through a grassroots network of advocates. AILDI was held at various host institutions in the Southwest but since 1990, has been permanently housed at the University of Arizona (Tucson). AILDI emphasizes bilingual/bicultural education within a whole language paradigm, experiential and interactive teaching strategies, alternative assessment, and "empowerment" pedagogies; promotes collegiality among Indian educators; and facilitates the credentialing of participating educators. Also discussed are the funding and institutionalization of AILDI; its impacts on language maintenance and materials development in indigenous schools, on federal policy, and as a model for the recruitment and retention of indigenous college students; and lessons learned about shared commitment, outreach and local followup, permanent funding and a home base, and administration from the inside-out. Contains 19 references and a data table of AILDI chronology. (Author/SV)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A