Foundational Understandings Of Literacy: HonoringIndigenous Families, Communities, Nations And...

Foundational Understandings Of Literacy: Honoring Indigenous Families, Communities, Nations And Environments
Assist. Prof. Dr. Joshua Frank Cardenas, University of New Mexico-Valenciai United States of America (USA)

(Presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 16-19, 2024 in Los Angeles, USA. (https://www.istes.org/event/iconses/2025), and at the International Conference on Engineering, Science and Technology (IConEST) (https://www.istes.org/event/iconest/2025) organized by the International Society for Technology, Education and Science (ISTES) http://www.istes.org)

Indigenous languages represent pinnacle achievements of traditional New Mexican Nations. As such, they deserve the right to be spoken by its members, and especially to be learned as the first and dominant language of the 23 federally recognized tribes of New Mexico. However, federal, state and locally funded early childhood education and K-12 efforts have placed little to no emphasis or value upon native languages. On the other hand, native language speaking communities have all emphasized the
paramount importance for their languages to continue survive, for them to be spoken by their communities and children, and for educational efforts to emphasize the teaching and speaking of native languages as oral languages. Native languages of the state are in need of revitalization, maintenance and development and cannot properly be focused upon while nearly every federal, state and local ECE or K-12 institution emphasizes both English-only or dominant approaches to teaching and learning as well as western forms of literacy as the epitome of language development. Native language communities consistently emphasize traditional and innovative approaches
to teaching and learning native languages such as language nests and native immersion efforts, yet these are often relegated to tribal environments while the vast majority of native children and youth attend urban ECE and K-12 schooling environments. Focusing on native language revitalization and maintenance would necessarily prompt local schools and ECE sites to develop multilingual and language-rich learning environments that
centered the speaking of native languages and deemphasizing western literacy efforts.

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