YUP’IK IMMERSION IN AN URBAN PUBLIC SCHOOL: AN ETHNOGRAPHIC CASE STUDY EXPLORING INDIGENOUS LANGUAGE REVITALIZATION

Abstract

This qualitative research study examines the development and implementation, and ultimately the impact, of an Alaska Native Indigenous language (Yup’ik) immersion program in the city of Anchorage, Alaska. This research looks at how local entities perceive the development of the program and its language revitalization efforts: specifically, examining the overall community impact and sustainability. This program is the first and only Alaska Native language immersion program in Anchorage, which is open to any student regardless of race, ethnicity, or background. Given this rarity, the study examines the perceptions of value (culturally, linguistically, educationally, financially, etc.) of the program and the impact of the Yup’ik immersion program on the ASD community. Specifically, this study explores the impact of the Yup’ik Immersion Program on the ASD community and the Yup’ik community in Anchorage and beyond. Participants include educators, administrators, parents/family members/guardians, community (consortium) partners, elders, and government officials (local, state, federal). The study utilized multiple data sources, including semi-structured interviews, grant evaluation reports, and related documents. Thematic analysis was informed by critical theory, culturally sustaining pedagogies, and Indigenous ways of knowing, with a particular focus on the Yup’ik worldview. Key findings that emerged from the analysis include the following themes: challenges, the benefits and value of Native languages and cultures, program strengths, and funding.