Cherokee has been one of a number of endangered Native American languages to see a renaissance in recent history. A group of University of Kansas researchers has co-authored a study demonstrating that the ways children learn and speak the language in a Cherokee immersion school are an ongoing process of renewal rather than a return to an idealized notion of “speakerhood.”
Researchers gathered data on students’ Cherokee in oral, listening, reading and writing skills at Tsalagi Dideloquasdi, a Cherokee language immersion school in Tahlequah, Oklahoma, that is a core part of Cherokee Nation’s revitalization efforts. They found the school to be a “quintessential translanguaging space,” in which students’ competencies are formed by the students, teachers, parents and members of the community, as well as the historical fluidity of Cherokee-English bilingualism. In other words, as their language skills develop, the students communicate in an innovative hybrid form of Cherokee rather than adhering to rigid language rules.
“We’ve looked meticulously at how they’re piecing together this complex morphology of the Cherokee language, which is very different from English,” said Lizette Peter, associate professor in the Department of Curriculum and Teaching. “We view these students as language boundary crossers. They don’t see English and Cherokee as two distinct, separate languages. They’re creating linguistic possibilities never before seen in the acquisition of Cherokee.”
Read more: Phys.org