By Glenn Haumann

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This stood in remarkable contrast to other students in classes from first to third grade that at best had mastered around 30 to 40 Arapaho words and phrases. Toward the end of the 18 weeks I had brought in a video camera and told the children that I wanted to make a video of what they could say in Arapaho. I told them that the video was going to be sent to a class of Indian children in Canada, who just like themselves were studying their language, and that the video would help them see how much could be learned.

At a time when some of the most basic issues of learning are pondered by educators, like confidence, self-image, and self-esteem, I have seen the impact that being able to speak one’s Native language has had on Hawaiian and Maori youth. In June 1997, I observed Maori youth preparing for a Haka competition. What was most impressive about the Haka these Maori youth composed and prepared for competition was the history it related of how the Maori fought for their land and culture. In their presentation young Maori women stood behind the men intoning that if the men die in their fight then so too will the women.

To understand the essence, the life within the language, is the point of language learning. The most effective situations for language learning are communicative, natural, interactive, creative, subtle, powerful, and metaphoric. Sylvia Ashton-Warner (1963) built on this understanding of language in the programs she developed 19 Revitalizing Indigenous Languages while working with Maori students in New Zealand. She used a questioning technique she called “Key Vocabulary” to draw out words of great personal significance from students, then built her language program around using these personally potent words in sentences and stories.

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