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Native Pathways to Education
Alaska Native Cultural Resources
Indigenous Knowledge Systems
Indigenous Education Worldwide

Native Student Learning Action Plan

November 21-22, 2002

Immersion Committee Report and Recommendations:

Statement of the Problem



Who is Responsible



1. Lack of direction for development of heritage immersion language classes.

1. EED provide incentives to school districts for the implementation of SB 103 Advisory Committee recommendations.

2. Collaboration with UA system and private colleges that are seeking funding for heritage language instruction with Native Educator Associations.

1.Native language and immersion classes at the school level.

2.Each school with 50% or more Alaska Native Students require that a SB 103 Advisory Committee is established.

3.Provide SB 103 Advisory Committees assistance to use The Guidelines for Strengthening Indigenous Languages.

4.Set up a statewide Native Educator Association contact person to dialogue with the UA system for coordination of grant writing and funding.


2.District level administrators and teachers.

3.UA system & private colleges.

4.Native Educator Associations

1. November 21-22, 2002 - ongoing

1.EED regulations

2.State Board of Education policy

3.SB 103 Advisory Committee’s established.

4.Alaska Native Studies and Alaska Native Language Center collaboration with Native Educator Associations when seeking funding for heritage languages.

2.Lack of guidelines for assessing fluency and/or levels of proficiency in heritage languages for use in various contexts.

1.Native language specialists through the regional Native Educator Associations (including Elders) shall develop the guidelines.

1.Native Educator Associations sponsor an annual Academy of Elders to develop the levels of proficiency. 2.Districts, universities and colleges with heritage language funding will partner with Native-controlled entities in the development of the proficiency levels.

1.Native Educator Associations

2.Academy of Elders


4.Universities and colleges.

1.November 21-22, 2002 and ongoing

1.Instruments developed regionally for use in immersion K-12 classes and tribal college implementation.

2.Collaboration between UA system and private colleges with tribal colleges and/or Native Educator Associations are evident in grant proposals and implementation.

3.Lack of support structure for the implementation of guidelines and teaching of heritage languages in each of the respective regions.

1.Regional Tribal Colleges shall provide the guidance and support structure.

1.Implementation of proficiency level guidelines.

2.Teaching of heritage languages in each region.

1.Native Educator Associations


3.Regional Tribal Colleges

1.November 21-22, 2002 and ongoing

1.Teaching of heritage languages with proficiency levels as evidenced by use of guidelines and administered by Tribal Colleges.

4.Lack of local access to the Alaska Native Language Center.

1.Establish regionally based affiliates in each major linguistic region.

1.Develop direct local access to and involvement in the Center’s programs and services.

1. UA system, Alaska Native Language Center

2.Regional Non-Profit Entities

1.November 21-22, 2002 and ongoing

1.Materials and resources immediately accessible in each region.

5.Lack of understanding at the university teacher preparation

level about heritage languages.

1.Incorporate the Guidelines for Strengthening Indigenous

Languages into Teacher Preparation and cultural orientation programs.

1.Adoption of the guidelines by all teacher preparation programs.

2.Orientation of Faculty to heritage languages by Native Educator Associations using the guidelines. 3.Incorporation of the guidelines into teacher preparation programs.

1.UA system and private colleges

2.Native Educator Associations

1.November 21-22, 2002 and ongoing

1.Teachers prepared at the UA or private college systems in Alaska have a grasp of the heritage languages, guidelines for proficiency and its importance of proficiency in heritage languages in the development of a second language.

6.Need for building meaningful respect for diversity into school policies and practices.

1.While fully carrying out the mandates of the State legislature and the federal No Child Left Behind Act of 2001 in regard to academic assessment in the English language, EED will assure that such assessments respect the rights of bilingual citizens whose first language may be other than English, and citizens whose first language is English but who come from non-English culture and language backgrounds.

1.Collaboration with stakeholders to ensure that all Alaska public school students will acquire the skills to allow equitable access to jobs, higher education, and other opportunities while simultaneously respecting their heritage language and cultural backgrounds and celebrating the diversity of Alaska.

1.State Board of Education


3.Alaska Rural Systemic Initiative

4.UA system and private colleges

5.Regional Native Corporations

6.Tribal Colleges

1.November 21-22, 2002 and ongoing

1.State Board of Education Respect for Diversity Policy

2.Collaborative efforts between EED and stakeholders with ongoing communication and support for Native student success.


Immersion Committee Report and Recommendations
Curriculum Committee Report and Recommendations
Cross-Cultural Teacher Orientation Committee Report and Recommendations
Parent/Community Involvement Report and Recommendations
Governance Committee Report and Recommendations
University/College Teacher/Paraprofessional Preparation Report and Recommendations


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Go to University of AlaskaThe University of Alaska Fairbanks is an affirmative action/equal opportunity employer and educational institution and is a part of the University of Alaska system.


Alaska Native Knowledge Network
University of Alaska Fairbanks
PO Box 756730
Fairbanks  AK 99775-6730
Phone (907) 474.1902
Fax (907) 474.1957
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Last modified August 14, 2006