KIN HAAL’Á ÁLCHÍNÍ: NAVAJO IMMERSION CAMP FOR URBAN INDIANS
Diné Bizaad Niidziin.
We Need Navajo Language
Iiná
Sihasin
Living
Census Data Written into the United States constitution is the U.S. Census. Every ten years The Census Bureau is ordered to count the entire population of people living in all 50 states, the District of Columbia, and five U.S. territories. The data collected by the decennial survey not only help lawmakers redraw district lines and redistribute power among citizens, the Census helps us determine where and how people are living. The Census is self-reported and does not require any documents to prove the answers given. For this reason, the Urban Indian people not eligible for membership in a federally recognized tribe are able to share data about where and how they are living, and the Census data ends up reporting more Natives than those enrolled in tribal nations. Nevertheless, the data provided by the Census Bureau helps tell the story of the Urban Navajo population.
Assuring ENGLISH LANGUAGE STATISTICS
SUICIDE RATES AMONG NAVAJO (15 TO 34)
1-2 per 1,000
85%
#2
Navajo students are fluent in the Navajo language
of Native children under the age of 5 speak only English
Leading cause of death
NAVAJO LANGUAGE STATISTICS
17280
Albuquerque
3547 4728 2269 2842 0
REMOTE LOCATION LIMITED SPACE LOW ACADEMIC GRADING (B)
TUESDAY
Navajo Alone 5000
10000
Navajo in Combination 15000
20000
25000
WEDNESDAY
DAMÓO DÓÓ DÍ’ÍJÍ THURSDAY
NIDA’IINÍÍSH FRIDAY
DAMÓO YÁZHÍ SATURDAY
Tsé Hootsooí Diné Bi’ Olta In 1868, at the site of a Navajo concentration camp in Fort Sumner, New Mexico, Chief Manuelito of the Navajo Nation, signed a treaty with the U.S. government. Article 3 allocates funding “a schoolhouse and chapel, so soon as a sufficient number of children can be induced to attend school”. At the time, Chief Manuelito understood the importance of learning the English language. Beginning in the late 1800’s, Navajo children began attending Indian boarding schools across the countries. At these schools, the Navajo language was banned. To this day, thousands of Navajo children attend English schools throughout the country without leaving much options for families who want to retain the Navajo language in their homes.
PHASE 1 25% Diné 75% English Classroom
PHASE 2 50% Diné 50% English Hybrid
PHASE 3 75% Diné 25% English Teepee Grounds or Garden
DAY ONE
PHASE 1
DAY TWO
Introductions
Schedule
Indigenous Language Shield
Students learn how to traditionally address themselves in Navajo culture and then present themselves in class.
Morning Support
Students draw four domains (home, school, work) then identify 10 subjects, 25 nouns, & conjugate 10 verbs for each.
Navajo Children’s Song
Lunch
AUDRA PLATERO PRINCIPAL
Recognizing the obligation Navajo people have to protect their language, Tsé Hootsooí Diné Bi’Olta’ was created in 2003. Today Tsé Hootsooí Diné Bi’Olta’ is in Fort Defiance, Arizona housed in the Window Rock School District of the northeastern region of the State of Arizona. Audra Platero, the school’s principle, is quoted as saying, “[I hope] that they think my language is important. It is a very big important part of our lives and I can speak Navajo. I can be proud to be a Navajo person and still progress in the Western society. That is my biggest goal for my students that they’re able to function in both worlds”. In 2017, Tsé Hootsooí Diné Bi’Olta’ reported 133 students for grades K-6. In addition to federally mandated academic course of math and science, students learn traditional songs, stories, teachings, and other culturally appropriate activities. A sign at the front entrance reads: Béédaalniih: Diné bizaad dídahwiil’aah. Táadoo bilagaána k’ehjí yádaallti’í. Ahéhee or “Remember: We are learning in Diné. Please leave your English outside. Thank you.”
LACK OF FUNDING UNCERTAIN FUTURE – COVID 19
Navajo Alphabet Song Blue Bird Song Puppy Song
Presentation
Afternoon Activity Talking Circle
S-O-V Flashcards Developed by Arlene Old Elk, this activity involves students writing subjects, objects, and verbs on flashcards to create sentences.
Medicine Bags
Morning Support
Dream Catchers
J-Stitch a medicine bag using deer hide. Learn about sage, cedar, tobacco, and mountain smoke.
Craft & Conversation
While students create dream catchers, they can discuss different words borrowed from other languages.
Planning
Presentation Lunch Game Talking Circle
PHASE 3 TEACHERS
4/4’s
Certified Navajo Language Speakers
VISION
In combination Cultural Specialists Another tribe
Will need to work with local school districts for additional resources
Elders
Non-native K-12
Community and family members
To provide students the opportunity to learn how to read, write, and think in Navajo by uniting classroom and culture through an urban immersion experience. “I can speak Navajo.”
Hózhóogo Naakai In Beauty We Walk Walking in Beauty Today I will walk out, today everything unnecessary will leave me, I will be as I was before, I will have a cool breeze over my body. I will have a light body, I will be forever happy, nothing will hinder me. I walk with Beauty below me. I walk with Beauty above me. I walk with Beauty all around me. My words will be Beautiful. In Beauty, all day long, may I walk. Through the returning seasons, may I walk. On the trail marked with pollen, may I walk. With dew about my feet, may I walk.
It is said that on Chief Manuelito’s death bed he plead to his family that education was imperative, “We have to fight the injustice of our people with education. They have people called lawyers, doctors, and engineers and that is how we will win the battle. Education is part of the answer.” It is hard to say to what extent Chief Manuelito was wanting to sacrifice of the Navajo people. If it were possible to revisit this quote and apply it to what is happening today, one could argue that Navajo language may hold the key to the advancements in science and math we are seeking. If you pay attention closely, Chief Manuelito says that Western education is only “part” of the solution hinting there are more solutions hidden within our language and culture.
Chief Manuelito
Language Obstacle Course
Ahxé’hxé
Students gather in groups to create short exercises that incorporate language (ex: do ten jumping jacks counting in the Navajo language.)
Thank you! Works Cited
(2020). About. Census.gov. Website. Retrieved at https://www.census.gov/topics/population/language-use.html.
Perry, Stanley. PO BOX 21, Saint Michaels, Arizona, 86511. (2020). Native American Education Program. Website. Retrieved at https://www.mpsaz.org/naep.
Schedule
(1904). Treaty with the Navaho, 1868. Laws and Treaties. Bureau of Indian Affairs. Retrieved at https://americanindian.si.edu/static/nationtonation/pdf/Navajo-Treaty-1868.pdf.
Morning Support In or around a major city (Phoenix, Albuquerque, Los Angeles, Salt Lake City, Tucson)
Fun!
Schedule
A game that is a mix between charades and Pictionary.
Nahat’á
Morning Activity
PHASE 2
What am I doing?
STUDENTS
Bring communities together
30000
FEW FLUENT SPEAKERS OVERALL
ENVIRONMENT
DAMÓO DÓÓ TÁGíJÍ
Bring families together
5127
Tucson
HOWEVER…
DAMÓO DÓÓ NAAKIJÍ
Make friends with other Navajo language speakers
2833
Salt Lake City
Thinking
MONDAY
19929
Los Angeles
Nitsáhákees
DAMÓO BIISKÁNÍ
26939
Low cost
Students can learn new skills
Urban Navajo Population By City 23104
Malleable
Reinforces Navajo language programs
For the time period between 2009-2013, the Census Bureau identified 364,331 indigenous languages speakers living in the U.S.. The Navajo language had the highest number of language speakers with an estimated 166,826 people who identified themselves as a Navajo language speaker. This is interesting because the Census identified only 332,129 persons with Navajo ancestry (either alone or in combination). Of the other 149 indigenous languages spoken in the U.S., only 5 indigenous languages had over 10,000 speakers. They are: Apache (13,445), Cherokee (11,465), Dakota (17,855), Keres (13,190), and Yupik (19,750). Below are the top 5 cities where Navajo people call home.
Phoenix
More benefits
HARVEST FOOD An estimated 60% of all foods consumed globally are contributed by the indigenous peoples from the Americas. Popular foods include avocados, berries, corn, legumes, pumpkins, potatoes, and wild rice. Unfortunately, the diets of indigenous peoples has been forever impacted. As the Journal of Ethnic Foods (2016) reported, “Today, few if any of the descendants of the early Native American tribes eat diets that closely resemble those of their ancestors, although many indigenous foods are still eaten and Native American foods have been incorporated into the cuisines of almost the entire world.” The community project students can undertake that are reasonable and within the time frame include harvesting a sheep or starting a traditional garden.
(2007). Immersion School. Tsehootsooí’ Dine’ Bi’ Olta’. Youtube.com. Retrieved at https://www.youtube.com/watch?v=-KA05XbZrKY.
Planning Meeting
(2007). Tsehootsooí’ Dine’ Bí’ Olta’. Youtube.com. Retrieved at https://www.youtube.com/watch?v=Xl4hL8-Hujs.
Community Project Lunch Talking Circle
PREPARE FOR A CEREMONY While in office, President Joe Shirley of the Navajo Nation not only funded Tsé Hootsoí, his children attended it. When interviewed about Vikkie Shirley, his wife, shared their experience at the Navajo immersion school. She said, “The key to continuing being Navajo, and to save our way of life as well as keep our culture alive, is in the language.” Ceremonies, whether it is a sweat lodge, hozhó, or Native American church meetings are inexpensive and time sensitive community projects that will connect students to songs and prayers in the Navajo language.
(2012). The American Indian and Alaska Native Population: 2010. The U.S. Census Bureau. Retrieved at https://www.census.gov/history/pdf/c2010br-10.pdf. (2012). Story: Sunrise Offering. Facerock Productions. Retrieved at http://www.facerockproductions.com/story_sunriseoffering.php. (2013). Navajo Population Profile 2010 U.S. Census. Navajo Division of Health. Retrieved at https://www.nec.navajo-nsn.gov/Portals/0/Reports/NN2010PopulationProfile.pdf.
(2020). Tséhootsooí Diné Bi’Ólta’. Website. Retrieved at https://www.wrschool.net/Page/17. (2020). Walking in Beauty. TheBeautyWay.net. Website. Retrieved at https://thebeautyway.net/. Begay, C. (2014). Guest Essay. Chief Manuelito’s words are still true today. Navajo Times. Retrieved at https://navajotimes.com/opinion/essay/guest-essay-chief-manuelitos-words-still-truetoday/. Daily, J.W., Hongu, N., and Park, S. (2018). Native American foods: History, culture, and influence on modern diets. Journal of Ethic Foods. Retrieved at https://www.sciencedirect.com/science/article/pii/S2352618116300750.
Donahue, E.G. (2017). Understanding suicide in the Navajo population. Ashland University. Retrieved at https://etd.ohiolink.edu/!etd.send_file?accession=auashbrook1493839625853056&disposition=inlin e.
(2017). Navajo Nation school focuses on language revitalization. Indian Country Today. Retrieved Radnor, R. (2018). Navajo nation, Central Government; Window Rock, AZ. Retrieved at at https://indiancountrytoday.com/archive/navajo-nation-school-focuses-on-language-revitalization- https://yesshewentthere.com/2018/10/02/navajo-nation-central-government-window-rock-az/. VP5ms8NNJEiIY_Oo8cq9aA. Todacheeny, F. (2014). Navajo Nation in Crisis: Analysis on the extreme loss of Navajo language use amongst youth. Arizona State University. Retrieved at https://repository.asu.edu/attachments/140838/content/Todacheeny_asu_0010E_14346.pdf.
Shout out to Dr. Wilson de Lima Silva and all the students in the NAMA program!