Preparing Cherokee Language Teachers: Lessons Learned From an Innovative Licensure Program

Abstract

Cherokee is an endangered Indigenous language. Revitalization efforts often include offering Cherokee language instruction, but these efforts have been hampered by a lack of qualified teachers. An initial licensure program was launched in fall 2019 aimed at supporting Cherokee language renewal via the preparation of teachers. While a step forward, little is known about this program and the extent to which it meets the needs of Cherokee language teacher candidates. In response, we conducted a year-long case study to chronicle the experiences of a Cherokee language teacher as he completes this program. Results confirmed that teachers of Indigenous languages may still be developing language proficiency and may lack resources, rendering instruction more challenging. Findings also shed light on beneficial program characteristics (e.g., attention to lesson and unit plan design) and emphasized the need for greater involvement of the Indigenous community in teacher preparation programs.

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