Indigenous-language immersion (ILI) is a holistic education approach designed to promote language and culture revitalization, academic equity, community wellbeing, and Indigenous self-determination. In collaboration with a multi-university research team on which she is principal investigator, Teresa McCarty will devote her fellowship year to analyzing and disseminating findings from a US-wide study of ILI schooling funded by the Spencer Foundation. The study asks how, when, for whom, and why ILI is beneficial. What are the implications for education policy and the linguistic, cultural, and educational sovereignty of Indigenous peoples?
McCarty lives and works in the homelands of the Gabrielino-Tongva, Tovaangar, and is honored to work with and for the Indigenous peoples of this place. At the University of California, Los Angeles, she is the George F. Kneller Chair in Education and anthropology and faculty in American Indian Studies. A member of the National Academy of Education, her books include Language Planning and Policy in Native America, “To Remain an Indian”– Lessons in Democracy from a Century of Native American Education (with K.T. Lomawaima, Multilingual Matters, 2013), Indigenous Language Revitalization in the Americas (with S.M. Coronel-Molina, Routledge, 2016), and A World of Indigenous Languages (with S.E. Nicholas and G. Wigglesworth, Channel View, 2019). Her research is featured at https://www.spencer.org/learning/what-can-indigenous-language-immersion-programs-teach-us-about-education-practice-for-native-american-learners