“My Students Are My Most Excellent Teachers”: Preparing Teachers for the Diné Dual Language Classroom

Abstract

We ask, “How do we build on socio-historical foundations to support culturally sustaining and revitalizing communities of practice for teachers of Diné language?” This question serves as a call to action to reverse oppressive language policy and to learn from our students who remain “our most excellent teachers”. This study combines data from teacher interviews with data from a structured survey. Teacher participants were invited to complete a survey that measures Attitudes Toward the value of bilingual education for their students and Culturally Responsive Teacher Self-Efficacy.