Volume: 9  Number: 5  Page: 659–677  doi:10.2167/beb386.0

Native American Youth Discourses on Language Shift and Retention: Ideological Cross- currents and Their Implications for Language Planning

Teresa L. McCartyaff1, Mary Eunice Romero-Littleaff2 and Ofelia Zepedaaff3 aff1Division of Educational Leadership and Policy Studies, Arizona State University, Phoenix, AZ, USA, aff2Division of Curriculum and Instruction, Arizona State University, Tempe, AZ, USA and aff3Department of Linguistics, University of Arizona, Tucson, AZ, USA

This paper examines preliminary findings from an ongoing federally funded study of Native language shift and retention in the US Southwest, focusing on in-depth ethnographic interviews with Navajo youth. We begin with an overview of Native American linguistic ecologies, noting the dynamic, variegated and complex nature of language proficiencies and practices across a continuum of sociocultural settings. We then examine two pairs of youth discourses that illuminate social–psychological and macro-structural influences on language practices. These discourses juxtapose language identity with language endangerment, and language pride with language shame. As such, they expose the ways in which language allegiance is tied to the distribution of power and privilege in the larger society. Youth discourses, we argue, represent a powerful call to action for communities and schools serving Native American students. We conclude with the implications for future research and for language education planning in Indigenous and other endangered-language communities.

Keywords: Native American language eduation, indigenous languages, language revitalisation, language planning, language ideologies, Native American youth

© 2006 T.L. McCarty et al.

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