Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3

Watch the original interview video · Open this interview in the learning workspace

05 Wolakota Project Video Transcripts and URLs.docx · WP-0087. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

H61 — Demonstrate initiative and proactivity

Explore H61 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports H61 by inviting students to identify initiative in creating learning resources.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify initiative in creating learning resources? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

05 Wolakota Project Video Transcripts and URLs.docx · WP-0087; https://www.youtube.com/watch?v=5V7mbNGrxqg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G55 — Apply the problem-solving process

Explore G55 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports G55 by inviting students to consider creative responses to language loss.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?

Learn From: How could you consider creative responses to language loss? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

A2 — Relate interests, aptitudes, and abilities to appropriate occupations

Explore A2 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports A2 by inviting students to relate language and design interests to education occupations.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?

Learn From: How could you relate language and design interests to education occupations? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G39 — Understand how to achieve marketable job skills

Explore G39 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports G39 by inviting students to identify curriculum and communication abilities.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify curriculum and communication abilities? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

P127 — Demonstrate effective leadership skills

Explore P127 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports P127 by inviting students to consider leadership through sustained community work.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?

Learn From: How could you consider leadership through sustained community work? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H76 — Demonstrate familiarity with various technological tools

Explore H76 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports H76 by inviting students to identify technology used in language learning.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify technology used in language learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

D23 — Communicate in writing

Explore D23 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports D23 by inviting students to plan written material for an audience.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?

Learn From: How could you plan written material for an audience? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools. Everybody relies on her program… in particular to create signs and anything you can think of…she’s made all occasion cards like birthday cards and Valentine’s Day cards…and games…she made a Scrabble game…she got permission from Hasbro…and she made a Scrabble game in Dakota. Our dad was a fluent speaker. We lost him. But he was very fluent. And now our sister Tammy…she’s fairly fluent…and she’s a second language learner…because we didn’t grow up speaking it. We knew some words just from hearing what we weren’t supposed to hear. And then Sherry has been working hard…you can talk about learning and… Dr. Sherry Johnson: Yes. It’s at times…I feel like the language is part of my being. I don’t want to be known as the generation that lost our language. And so, I’m presently in an education program that’s building language and… actually a certification program…and tomorrow Dr. Sherry Johnson: I have to teach a college class using our language. And other things that we’ve got going…we’ve had Jeopardy programs…we’ve just released our first Dakota dictionary…and we’re already working on the next version or how to upgrade it…we’re recording our elders…right now out of all the Dakota tribes, we have the most first language speakers left out of the five Dakota tribes. People look toward our tribe as that savior and that help for that…so we’re recording elders…we’re doing tape recording, video recording…doing whatever we can to save that language. Some new things that we are working on within the Education Department is immersion programs… and daycare…so I’ve got meeting with daycare people…with the HeadStart program…how we can do an immersion within the HeadStart…and actually working with the office of HeadStart with immersion programs…and then one of our local tribal schools is going to have an immersion classroom by this coming fall. So as a tribe, we are working on developing that curriculum…so I’m talking to publishing companies…and trying to figure out how we can develop these resources and materials. The only resources we have in Dakota are created through Tammy’s program, the Dakota Language Institute. And so, all kinds of things. I meet with the college board this weekend and we’re going to talk language there. And so, we have a lot of language initiatives…when the Hawaiians first started their journey for language…they had a thousand speakers left…and they declared it a state of emergency…well, we are at like 68 speakers left that are truly first language speakers. Dr. Sherry Johnson: So we’re looking at language nests…we’re looking at our schools…we’re looking at our daycares…we’re looking at our HeadStart. We’re creating our first cohort of truly language speakers that have come through…that have the methodology of teaching language…the theory base of how languages are learned…and so we’re doing that on the college level. So we have a lot of initiatives going. And it’s very aggressive because at this point in time, we have to be aggressive. That’s our language. Dr. Nadine Eastman: And we have it in both of our school systems that are tribal schools. It just hasn’t been effective enough. We haven’t produced fluent speakers even though our students have had it every year. So, one of the biggest pushes in the K-12 system is trying to find a more effective way to produce fluent speakers by the time they exit their education.