American Indian Language Revitalization - State Grant
In recognition of the importance of American Indian languages and their connection to student engagement and academic success, the Wisconsin Department of Public Instruction (DPI) annually awards competitive grants to school boards, consortia of school boards, CESAs, or Head Start agencies that partner with a Tribal education authority or government.
These grant funds may support a wide range of language-related activities, including providing instruction in one or more Tribal languages as part of the curriculum or as co-curricular offerings. Eligible activities include, but are not limited to, curriculum development, creation of culturally and linguistically appropriate assessment tools, professional development for educators, language-focused parent and community engagement initiatives, instructional delivery, and program evaluation.
Statute: 115.745 Tribal language revitalization grants
Rules: Subchapter VI — Grants for Tribal Language Revitalization
Overview
A common misconception about American Indian Nations is that all members speak a single, common language. In reality, this is not the case in Wisconsin, where there are at least three distinct language families. Among the eleven federally recognized Tribal Nations of Wisconsin, the six bands of the Lake Superior Chippewa or Ojibwe (Bad River, Lac Courte Oreilles, Lac du Flambeau, Mole Lake/Sokaogon, Red Cliff, and St. Croix), the Forest County Potawatomi, the Menominee Indian Tribe of Wisconsin, and the Stockbridge-Munsee Community Band of Mohican speak Algonquian languages. The Oneida Nation speaks an Iroquoian language, and the Ho-Chunk Nation speaks a Siouan language. Until recently, most of these languages were primarily oral, with few written resources or texts available.
Today, many Tribal Nations of Wisconsin and across the United States are actively working to preserve and revitalize their languages. While some American Indian students may not be fully fluent in their ancestral language, they are often exposed to it at home, in preschool or tribal programs, or through other language preservation efforts. By the time these students enter school, many have already experienced several years of bilingual or bicultural learning. Yet, educators are often unaware of this linguistic foundation and may not fully recognize how it can be used to enhance student learning and support academic success.
Language Resources
American Indian students, families, and communities have traditionally navigated life as bilingual or bicultural members of both their Tribal Nation and the broader United States. In Wisconsin, American Indian Nations and tribal communities use the Roman alphabet to represent the sounds of their languages, each of which has its own unique sound system and dialectal variations.
In 2014, David O’Connor, Education Consultant for the American Indian Studies Program, was interviewed by the WIDA Consortium about the critical role of language and culture in supporting student engagement and academic achievement. You can read the full article here: Focus On: American Indian English Language Learners.
Another resource highlighting the importance of language in Tribal Nations is The Ways, a project produced by PBS Wisconsin Education. The Ways features a series of short videos and supplemental materials that showcase the contemporary experiences of community members from American Indian Nations and tribal communities of Wisconsin.
The video Language Apprentice - "Arlene Thunder Blackdeer believes it is essential to keep Ho-Chunk Nation traditional knowledge alive by passing culture and language from elders to younger generations. Learn how she keeps the language alive." [PBS Wisconsin Education]
The video Prayers in a Song "In “Prayers in a Song” Minneapolis-based hip-hop artist Tall Paul (Paul Wenell Jr.) raps about his struggle to learn his indigenous language, Anishinaabemowin. Learn about his journey toward a deeper understanding of his Native identity." [PBS Wisconsin Education]