Second Language Learners - Stephanie Charging Eagle - OSEU #3

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0095. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

A1 — Identify occupational interests, aptitudes, and abilities

Explore A1 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports A1 by inviting students to identify interests in language and education 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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you identify interests in language and education work? 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-0095; https://www.youtube.com/watch?v=Vdf2sVz4Uew; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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

Explore A2 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports A2 by inviting students to connect language interests to educational roles.

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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you connect language interests to educational roles? 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 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports G39 by inviting students to identify knowledge needed to support language learners.

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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you identify knowledge needed to support language learners? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills

Explore Q128 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports Q128 by inviting students to connect a personal goal with community needs.

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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you connect a personal goal with community needs? 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 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports P127 by inviting students to consider advocacy through education.

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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

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

H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities

Explore H74 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports H74 by inviting students to identify areas where educators need further 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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you identify areas where educators need further learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that. Education has become, for me, an avenue…a manageable tool to do a lot of the work that needs to be done. There has been a lot of work that has been done, but we still have plenty to do. And as I think about my colleagues…the people who I worked with in the eighties, nineties, early two-thousands…we…I look at them…and some of them are gone now… some are retired, semi-retired…and we’re sitting on a whole treasure chest of people who have the knowledge…the wisdom. And we’re not tapping into it. The people who need to be tapping into those resources are not. I would like to see education…it’s the best thing we can do right now. We always say we want to go back to the families to do this. But we also have a problem there. So we have to go with what is best and the most practical… and that is using our educational institutions…and that is how we share.