Community Partner Spotlights

Current as of: June 27, 2024

Former Community Partners

Every Tribe has a different need. For 5o years, ANA supported several projects aimed at language preservation, environmental management, and social and economic development. As we continue our 50^th Anniversary year, ANA would like to celebrate former Community Partners, their projects, and meaningful images of their community work and impact.

Sealaska Heritage Institute: New Young Leaders Rural / Urban Partnership Project

Form Line Design Panel at Sealaska Heritage Institute entrance.

Sealaska Heritage Institute (SHI) developed four, two-week-long academies focused on blending cultural and academic leadership.

Each academy included leadership, life skills, language, and art classes. The academies also focused on building connections and networks between rural and urban students, as well as community leaders and members, by reinforcing the cultural conception of relationships.

The project partnered with the University of Alaska Southeast and integrated college readiness into the academies. The students met with admissions, learned about scholarship and funding applications, visited clubs, and were exposed to urban and university life.

Quartz Valley Indian Reservation: QVIR Fire Management Project

Valley Fire Protection District fire engine.

The Quartz Valley Indian Reservation (QVIR), located in rural Siskiyou County, Northern California is a federally recognized Indian tribe comprised of Karuk, Klamath, and Shasta culture groups.

Wildfires often impact the heavily forested and mountainous region where they live.

QVIR implemented a one-year Social and Economic Strategies grant in 2014 to organize and train certified Tribal firefighter personnel to operate the QVIR Fire Station.

They also completed a QVIR Fire Management Plan that provides policies, procedures, fire preparedness, and prevention consistent with local, county, state, and federal jurisdictions.

Yurok Tribe: Yurok Language Survival School and Restoration Project

Teachers, students, and parents at the Yurok Language Immersion Summer Camp.

Yurok is the largest Native American Tribe in California, with approximately 5,620 members. The number of native speakers was reduced to only six.

In 2000, the Tribe began efforts to restore the Yurok language to a living, flourishing language and make it a means of daily communication.

The Yurok Language Survival School and Restoration Project was implemented from 2012-2015 and helped train teachers and develop a curriculum for elementary schools nearby.

By the end of the grant, the half-day Yurok Language Immersion Pilot Program was in full operation at the Weitchcpec Elementary School-Yurok Magnate Program.

Institute for Native Pacific Education & Culture (INPEACE): Hawaiian Language Specialists

INPEACE is a Native Hawaiian-serving nonprofit organization located in Kapolei, Hawaii.

Research showed that over 90% of Native Hawaiians could not hold a simple conversation in Hawaiian, but a large majority wanted to develop or improve their Hawaiian language proficiency.

The project developed a website and app where people could learn Hawaiian at their convenience and in an individual environment or group setting. Four units containing a semester’s worth of content included eight instructional content and an assessment so learners could test their knowledge.

Nez Perce Tribe: We are Taking Back Our Peoples Way of Speaking

Students in an after-school Nez Perce language program.

The Nez Perce completed an ANA-funded language assessment in 2009 and found that 27 fluent speakers of their language were left in the community.

The ANA Preservation and Maintenance Project supported the Nez Perce Tribe to preserve their language.

Through the program, beginner-level curriculum for kids in kindergarten through the 5th grade. They established Language Circles where adult learners could gather to speak the Nez Perce language in a community atmosphere.

280 students enrolled in Nez Perce language classes.
Eleven partnerships formed.
$189,000 in leveraged resources secured.
Thirteen teachers were trained and three were certified.

Gun Lake Tribe: Protecting Mother Earth Through Natural Resource Capacity Building

Conservation Officer with a new environmentally equipped police vehicle.

The Match-E-Be-Nash-She-Wish Band of Pottawatomi Indians, or Gun Lake Tribe, improved their capacity to enforce environmental laws and manage natural resources.

With ANA funding, the tribe formed a partnership and joint committee of tribal Public Safety and Environmental Department staff. Together, they created tribal environmental codes, education, training, and conservation. The Gun Lake Tribal purchased appropriate supplies to align with the new policies.

The project also held numerous conservation education sessions for the public, including:

Hunter safety enhancement courses.
Youth camps with wildlife lessons and pond studies.
Community Earth Day Celebrations.
Summer environmental internship program.

Washoe Tribe of Nevada and California (2012-2015): Patalngi Me'ki (Eagle's Nest) Project

Language Nest field trip to Lake Tahoe for the Kokanees Salmon Run.

The Washoe Tribe of Nevada and California is located south and east of Lake Tahoe. Prior to this project, only 2% of the Tribe spoke the Washoe language fluently. The Tribe worked to revitalize the Washoe language by developing a Native Language Nest at one of their Head Start sites.

The project team established the nest in year one. Classes resulted in 512 hours of annual instruction per child.

In addition to the nest, staff provided language lessons at the four other Head Start sites and resources for parents and other family members to facilitate the speaking of Washoe in their homes.

42 total Language Nest participants,
93 people developed Washoe proficiency, and
10 partnerships.

Citizen Potawatomi Nation (2013-2016): Potawatomi Cultural Mentorship Program

Community garden created and cultivated by Potawatomi youth.

The Citizen Potawatomi Nation developed a cultural-centered mentorship program for at-risk youth. Information was gathered through a series of interviews conducted by the Tribe with at-risk youth to understand and build a culturally competent and relevant curriculum.

The project staff and contractor designed three distinct curriculums, including a Cultural Mentorship Manual for professional staff hired to work with youth, Cultural Activities Curriculum, and a Peer Mentor and Leadership Curriculum.

30 youth involved,
3 culturally-based mentorship curriculums developed, and
1 community garden created for elders and youth.

Salish School of Spokane (2015- 2015): Salish School of Spokane Language Nest Development Project

Salish School of Spokane (SSOS) offers Salish language immersion to children ages 1 — 9 years. Due to a lack of fluent Salish teachers, the language nest taught only three hours of language per day. In 2012, SSOS received a three-year Esther Martinez Immersion grant and began training language teachers in Colville-Okanagan, developing a language learning curriculum, and expanding the number of hours and quality of immersion instruction to children and their parents. In the first year, 62 children were taught in Salish by 20 teachers, who themselves were enrolled in an intensive Salish language learning program.

7 advanced-fluent language speakers trained
245 different language instructional books developed, printed, and distributed
32 children enrolled in immersion classes for 10-hours per day for 225 days per year
Over $750,000 in leveraged resources
1,500+ volunteer hours over the course of the project
11 partnerships developed

Confederated Tribes of Siletz Indians (2012-2015): Unique Salmonid Breeding and Rearing Groups in the Siletz River Basin

Tribal project staff and volunteers sampling juvenile salmon in the Siletz River for the project study.

The Confederated Tribes of Siletz Indians is a confederation of 27 Bands, comprised of over 4,500 members. The Tribes’ land base is a checkerboard reservation of about 4,800 acres, largely located in southwest Oregon. The Siletz River Basin is a rain-dominated system, where small towns have small reservoirs for consumption purposes. Tribal members use the Siletz River basin for traditional as well as recreational fisheries.

ANA’s Environmental Regulatory Enhancement grant allowed the Tribes to highlight the impacts of a proposed dam. Through grant funding, the Tribes tracked the extent of genetic variation, migration, and habitat use by fish across the Siletz Basin.

$121,251 in leveraged resources
1 State Government procedure implemented
7 partnerships formed
65 youth involved
4 individuals trained

Red Cloud Indian School, Inc. (2011-2015): Teaching Lakota to Red Cloud Students

Photo of the Red Cloud Indian School and welcome board.

The Red Cloud Indian School, Inc. (RCIS) developed, tested, and enhanced Lakota language curriculum for primary and secondary education. Over the years, RCIS has created teaching and training materials to support fluent speakers among its 600 students. With ANA funding, RCIS developed, tested, and printed the first comprehensive K-12 Lakota language curriculum. RCIS provided language teachers with new teaching techniques and materials through intensive training workshops, ongoing in-class interaction training, and interactive web-based teaching platform training.

105 elders involved
70 individuals trained and 10 language teachers trained
21 partnerships formed
700 youth / 350 adults increased their Lakota fluency

Confederated Tribes of the Chehalis Reservation (2012-2015): Chehalis Foster Care Project

Staff from the Chehalis Tribes’ Department of Social Services and Washington State Department of Social and Health Services.

The Chehalis Tribes used its ANA Social and Economic Development Strategies (SEDS) grant to improve its foster care placement system.

Before the grant, the Tribes’ Social Services Department found the process of licensing foster care homes to be difficult. The State of Washington only recognized tribal foster care licenses issued on the reservation, but not licenses issued off the reservation within the tribal service area.

The Tribes also needed more staff capacity to train foster care parents and had been working through a regional inter-tribal placement agency.

With the ANA SEDS grant, the Tribes developed a pathway to license foster homes off the reservation but within their service network through an interagency agreement between the Tribes and Washington State.

The SEDS grant directly addressed these challenges.

31 people trained in foster parent guidelines
14 children were placed in foster homes
18 foster parents licensed
11 partnerships formed
35 elders involved
70 youth involved

Yukon Inter-Tribal Watershed Council (2009-2012): Building Capacity to Self-Regulate and Monitor Sewage Discharge

A photo of two individuals trained to monitor sewage discharge on a boat on the Yukon River Watershed.

The Yukon Inter-Tribal Watershed Council, located in Alaska wanted to gain a greater understanding of tribal sewage systems across the Yukon River Watershed and build the capacity of Tribal members to monitor water quality.

The Council used its ANA award to build capacity across 15 Tribes to self-regulate sewage lagoon discharge. The Council also developed education to increase tribal sovereignty in managing sewage systems.

3 full-time equivalent jobs created
60 Elders involved
160 youth involved
$100,060 in resources leveraged
67 individuals trained
22 partnerships formed

California Indian Museum and Cultural Center (2010-2012): Pomo Language Assessment and Documentation Project

An image of two women reviewing documents at a Pomo community event.

The California Indian Museum and Cultural Center applied its ANA funding to increase the Pomo community’s knowledge of Pomo language and develop new resources to revitalize language growth in the absence of fluent speakers.

The Center also updated a needs assessment among Pomo-speaking Tribes in Sonoma, Mendocino, and Lake counties to determine language resources available to support a Pomo language curriculum.

1 full-time equivalent job created
24 Elders involved
21 youth involved
$55,522 in resources leveraged
30 individuals trained
35 partnerships formed
1 language survey developed
275 language surveys completed
7 Native language classes held

Pa’a Taotao Tano’ (Guam, 2009-2012): Eskuelan Maestro Kutturan Chamorro | Chamorro Cultural Preservation Apprentice Project

A group of maestro kutturan Chamorro cultural instructors being honored.

This project ensured the preservation and perpetuation of Chamorro culture by establishing an apprentice program to develop existing indigenous cultural practitioners to become maestro kutturan Chamorro (Chamorro cultural instructors).

The instructors taught and promoted Guam’s Indigenous traditions of Chamorro dance, chants, songs, and weaving.

9 full-time equivalent jobs created
15 Elders involved
75 youth involved
$19,200 in resources leveraged
22 individuals trained
11 partnerships formed

Pueblo de San Ildefonso (2009-2012): Poh Woh Ge Tewa Hee

A person inspecting fruits and vegetables on a table.

The San Ildefonso Pueblo in New Mexico used its ANA funds to revitalize the Tewa language along with restoring traditional agricultural practices. The project created a local source of fruits and vegetables for the Pueblo and provided training and employment for its youth.

Pueblo youth learned the Tewa language related to agricultural practices and native plants from elders who taught planting of traditional waffle and row gardens. The project intended to reach 75% of the youth in learning their language, but it reached almost 90% of their youth.

3 full-time equivalent jobs created
42 Elders involved
60 youth involved
$3,000 in revenue generated
$132,400 in resources leveraged
41 individuals trained
19 partnerships formed

Squaxin Island Tribe (2009-2012): Squaxin Island Integrated Youth Development Project

The Squaxin Island Tribe in Shelton, WA used its ANA award to prepare tribal youth ages 15-24 to transition to adulthood.

The project also focused on tribal systems improvement and communication among youth service agencies. For example, youth services were integrated to support better school outcomes and reduce delinquency. Another project objective improved educational, employment, and social outcomes for young adults and boosted their independent life skills of participants.

6 full-time equivalent jobs created
4 Native American consultants hired
10 Elders involved
50 youth involved
$93,140 in resources leveraged
40 individuals trained
6 partnerships formed

Passamaquoddy Tribe (Princeton, ME, 2012-2015): Passamaquoddy Language Revitalization Implementation Project

Two women sitting and talking over a laptop.

This ANA funded project created the Passamaquoddy language curriculum using the Passamaquoddy-Maliseet Dictionary a source for recording fluent speakers. The dictionary was the result of a 30-year effort to document the language and contains over 18,000 entries.

The project also produced sound files of all dictionary entries for use as a language instruction tool. Project staff recorded approximately 18,000 words and 12,000 sentences.

6 full-time equivalent jobs created
25 Elders involved
295 youth involved
$85,460 in resources leveraged
480 individuals trained
11 partnerships formed
1 language survey developed
100 language surveys completed
6 language teachers trained,
230 youth increased their ability to speak a Native language
48 adults increased their ability to speak a Native language

Nuniwarmiut Piciryarata Tamaryalkuti, Inc. (2007-2010): Cup’ig Language Natural and Cultural History

Native American Advocacy Program (2008-2010): Wicoti Tiwahe Family Camp

A photo of two Native American children smiling in a field, with one of them holding the root of a plant.

ANA funding helped a traditional Lakota encampment site, located in Winner, South Dakota, to engage Lakota youth in leadership, relationship building, and cultural activities.

The youth learned about relationship building and Lakota life ways, developing new cultural perspectives and becoming more mature, reflective, and confident.

The Wicoti Tiwahe is a 10-acre respite for Lakota youth with effective, meaningful activities for youth and a sustainability plan utilizing community partnerships and income generating opportunities to care for the land and maintain the site.

3 jobs created
4 Native American consultants hired
25 elders involved
240 youth involved
$108,677 in resources leveraged
8 individuals trained
16 partnerships formed

Alaska Native Tribal Health Consortium (2007-2010): Alaska Rural Utility Cooperative

Confederated Tribes of the Chehalis Reservation (2007-2010): Chehalis Language Canoe Program

Four Bands Community Fund (2008-2010): Wicoicage Sakowin kin un Wicakagapi Building for the Seventh Generation

A photo of a man in a hard hat, hanging a sign, “Eagle Butte Shop Cheyenne River.”

Wicoicage Sakowin kin un Wicakagapi fostered financial literacy and entrepreneurship on the Cheyenne River Reservation, located in Eagle Butte, South Dakota, through a community education campaign.

According to the project coordinator, “The youth have expressed more ambition, noticed niches in the community, and inspired their parents to become more interested in financial literacy.”

Local businesspeople learned to improve their business practices while reservation residents and various community groups became more attuned to shopping locally, keeping money in their community, becoming better stewards of their own money, and building the overall economic health of the Cheyenne River community.

2 jobs created
1 Native American consultant hired
10 elders involved
2,080 youth involved
$51,820 in resources leveraged
287 individuals trained
25 partnerships formed

Mana Maoli (2013-2017): Mana Mele Youth Development Project, Hawai’i

A photo of an RV unit parked in front of mountains while the sun sets in Hawai’i.

Mana Maoli, a non-profit organization based in O’ahu, Hawai’i, used its SEDS grant to create a culture-based music and multimedia education program, drawing on community talent, experience, and strengths to enhance academic achievement and college/career readiness among Native Hawaiian youth.

2,148 Hawaiian charter school students worked with 185 music and multimedia professionals.
111,285 student contact hours completed with mentors.
Over 7 million online views for “Hawaii Aloha” multi-school, multi-artist music video that was also featured in-flight on Hawaiian Airlines.

Taala Fund (2012-2017): Quinault Asset Building Project, Washington

A photo of a group of women who work at the Taala Fund, which helps members of the Quinault Indian Nation learn financial development skills and small business loan options.

The Taala Fund, a CDFI located in the rural southwest corner of the Olympic Peninsula of western Washington, implemented a Native Asset Building Initiative project to serve the Quinault Indian Nation. The project increased individual financial capacity through financial skill building, Individual Development Accounts (IDAs), and micro and small business loan services.

66 micro-business IDA accounts opened.
39 new businesses created using the IDA program.
11 new positions added to existing businesses.
16 students enrolled in IDAs to continue education.
5 students transferred to 4-year institutions after earning AA degrees.
105 total customers served.

Cahuilla Indian Reservation (2014-2017): Emergency Preparedness Program Project, California

A photo of a group of Native people, who are part of the Cahuilla Band of Indians Emergency Preparedness Program, wearing high visibility vests and hard hats.

The Cahuilla Band of Indians Emergency Preparedness Program established an emergency management system to prepare for any disaster on or near the Cahuilla Indian Reservation. Located in Anza, California, the reservation is surrounded by mountains with low-lying terrain. The community is under constant threat from natural disasters such as flash floods, wildfires, and earthquakes.

10 neighboring tribes partnered to address emergency preparedness efforts.
50 tribal members and staff demonstrated increased knowledge of emergency preparedness.
13 youth were trained in emergency preparedness.

Indian Township Passamaquoddy Development Agency (2013-2016): Passamaquoddy Maple Syrup Ventures Project, Maine

A photo of bottles of maple syrup sitting on a tree stump.

The Indian Township Passamaquoddy Development Agency (ITPDA) created two successful Tribal businesses and trained Tribal members.

While the Tribe had 65,000 acres of land with sugar and rock maple trees, it lacked startup capital and technical expertise to harvest the maple syrup. The ANA SEDS grant built capacity for tribal business development.

To stimulate business creation, ITPDA applied for and received Sustainable Employment and Economic Development Strategy funding from ANA.

2 Tribal businesses created.
8 Tribal members employed.
25,000 maple trees tapped.
10 employees trained.

Pueblo of Pojoaque (2012-2016): Tewa Language Immersion Project, New Mexico

A photo of a group of Pueblo children playing outside of a traditional adobe school building with their teachers.

The Pueblo of Pojoaque experienced a rapid decline in fluent language speakers. The ANA Preservation and Maintenance Project supported the Pueblo in developing Tewa language resources, training instructors, and developing an immersion curriculum for four different age groups.

The Tewa Language Immersion Program implemented its plan at the Pueblo’s Early Childhood Center, a school and youth center that serves Pojoaque children between six months and five years old.

6 Tewa lesson plans developed.
10 Native-owned businesses supported.
Full-time immersion education for 52 children.

Community Investments

Aerial view of Hydaburg Village in Alaska.

ANA funds the widest range of community-based projects submitted by tribes and Native organizations, projects that make a difference in the lives of our Native children, elders

and families. Together with the support of Congress and the reauthorization of the Native American Programs Act, ANA will continue to provide critical funding and technical assistance for communities to achieve their goals of self-sufficiency.

Former ANA Commissioner Quanah Crossland Stamps, Hearing before the Senate Committee on Indian Affairs, June 8, 2004

ANA provides vital financial assistance to American Indians, Alaska Natives, Native Hawaiians, and Indigenous Pacific Islanders so they can preserve, revitalize, and maintain their languages, and protect their natural environments. ANA funding also is a catalyst to investments in communities and their economic development.

Here are a few Community Partner highlights...

As noted in the Wells Fargo 2022 Tribal Economic Resiliency Report, resiliency is the “ability to recover quickly from, withstand, or avoid severe external shocks, along the lines of a global pandemic or a national or international financial crisis.” ANA’s approach to investments also is future-oriented.

ANA’s grants are community investments and intended to disrupt the pernicious effects of historical trauma, including loss of lands and languages, boarding schools and forced family separation.

The Hydaburg Cooperative Association’s Youth Leadership, Empowerment, and Development Project in Hydaburg, Alaska is an example of investing its ANA award in the next generation of community leaders. The Haida language and carving programs were used to empower 15 Hydaburg youth, ages 14-24, with community mentors by learning about tribal governance and assuming leadership roles. The youth became dynamic members of the city council, school board, and tribal council. They also created a “We Choose to Lead” partnership with five additional youth and five more community leaders to combat methamphetamine and heroin use in the community.

“These youth are active in the community. They are there now, and they are encouraging the younger kids to be a part of everything. They are showing there are other choices than drinking or drug use. There are enough people in the community that have positive roles, and they have that in their lives. This is a big stand, and it is movement, which is different than a few years ago.” Dorinda Sanderson, Hydaburg Project Staff

ANA’s Community Partners are part of a dynamic feedback loop of revolving returns on investments.

Grand opening of Number Nine Steakhouse in Eagle Butte, SD.

Native early childhood development (ECD) is an example of scaling projects to reach the broader community, with optimal results of parent and community engagement in language and cultural learning.

In 2024, ANA’s investments will reach nearly $50 million in grants that promote socioeconomic development, protect tribal environments, and preserve Native languages.

ANA’s Community Partners use the funds to address their community challenge directly.

The Dry Creek Rancheria Band of Pomo Indians in California implemented its Economic Security Project to support individual financial security. Their project provided credit repair assistance and developed a certified Native Community Development Financial Institution (CDFI) to provide community members ready access to loan funds. The results: two community members became first time homeowners; five small businesses were created or expanded; and nearly seventy people substantially improved their credit scores.
The Four Bands Community Fund serves the Cheyenne River Lakota Sioux Reservation located in Eagle Butte, South Dakota. In three years, Four Bands disbursed $446,800 in loans to 100 community members through its credit builder loans program. More than forty loan recipients significantly increased their credit scores, demonstrating how real access to capital empowers families.

Remembering Former Community Partners: Great Lakes Indian Fish & Wildlife Commission (2019-2022)

Maajii-Ojibwemowag (They Begin to Speak Ojibwe) was a project of the Great Lakes Indian Fish & Wildlife Commission (GLIFWC) that received a Language Preservation and Maintenance award in 2019 to develop early childhood resource materials as a foundation for Ojibwe language learning among tribal youth ages birth to five years within the 11 tribes of GLIFWC. The resources created provided teachers, parents, and caregivers with books and interactive online learning tools on the Ojibwe language and its use in everyday activities.

A screenshot of an interactive tool teaching the Ojibwe language.

Th book series incorporated four main teachings from the traditional medicine wheel : Waabanong (East): Stories of the Four-Legged, Zhaawanong (South): Stories of the Plants, Ningaabii’anong (West): Stories of the Swimmers, and Giiwedinong (North): Stories of the Flyers. Project staff worked with tribal elders/storytellers to develop the stories using simple Ojibwe words and phrases. Each story highlights traditional Ojibwe harvesting practices and cultural relationships with animals, plants, fish, and birds. Each theme set includes three books Illustrated by Ojibwe artist Wesley Ballinger.

In addition, each book had a Parent/Teacher guide that included translations of the Ojibwe words and phrases and information about cultural harvesting practices related to the book’s subject matter. For example, the Giigoonyag (Fish) supplemental guide provided cultural information about the relationship between the Ojibwe people and fish, ways to reduce mercury exposure to certain fish, and alternative fish to eat. The materials also included a coloring book adapted from each of the storybooks.

The second part of the project focused on the development of a companion webpage for each book theme, including interactive Ojibwe language learning activities such as a language learning game. The webpages also featured an animated, interactive version of each storybook .

the Maajii-Ojibwemowag (They Begin to Speak Ojibwe) website is available here:

https://glifwc-inwe.com/index.html

Access an Ojibwe instructional video here :
https://www.glifwc-inwe.com/waabanong.html

The Power of Language

Native language learning transforms people and communities. Here is Serena Graves' heartfelt story from the 2019 Indigenous Language Institute Symposium about the profound importance of preserving Ojibwe and other Native languages.

Honoring Former ANA Community Partners | Pueblo of Pojoaque Early Childhood Center Tewa Language Immersion Project (2012 – 2015)

A bookshelf filled with several items, including drums.

How did your project come about — how was it determined?

This project was the result of several years of discussion amongst tribal officials and tribal members about revitalizing traditional cultural practices, including the Tewa language, followed by months of discussion in the Tribal Council.

Once it was determined that the revitalization of the Tewa language was a priority for the tribe, a one-year planning grant was developed and submitted to ANA. Following the receipt of a one-year planning grant, and during that planning year, a Tewa Language Advisory Committee was formed, and a plan was developed for the implementation of the project at the Pueblo’s Early Childhood Center, where it was believed that the tribal youth would be most receptive to learning a new language.

Who was instrumental in the development of the project?

There were several “key” persons/entities who were instrumental in the development of the project. Firstly, there were the Tribal Officials, who [prioritized] the discussions about the project at the Tribal Council meetings. The Tribal Council was also key in passing tribal resolutions authorizing the submission of various grants to teach the language in the Pueblo. There were also the Tribal Elders, who not only participated in those discussions but who were able to share the stories and the importance of re-learning the language. There were the Tewa speakers (from Pojoaque and nearby Tewa-speaking pueblos), who had to be identified and recruited to help with the teaching of the language. There was also the Indigenous Language Institute, whose mission is to assist in revitalizing indigenous languages. There was the University of New Mexico Center for Language Studies, who helped develop curriculum and assessment tools. There was also the staff at the Early Childhood Center, who had to become “certified” to work with youth, as well as receive instruction from other language programs in order to teach the students. And finally, there was the Administration for Native Americans (ANA), who had to believe in and help with funding the initial stages of this project.

How did you address the “synthesis” of ideas?

This was accomplished in a few different ways, along with simple “trial and error.” However, to aid in the process, there were the ANA trainings and grantee meetings, where Best Practices in language development were shared and discussed and specialized “break-out” sessions were held. There were also Tewa language conferences held by the Pueblo, where many of the neighboring Tewa-speaking pueblos came to share ideas and discuss ideas about teaching the language. This remains an ongoing practice. There was also the formation of a Tewa Language Committee here at the Pueblo, where ideas were shared and discussed. Finally, there were numerous meetings held between a Tewa Language Coordinator, the Education Director, Early Childhood Director, and the Pueblo’s Chief Grant Writer.

Who were the Key Project Staff members?

Key project staff included the Early Childhood Director, the Tewa Language Coordinator, the entire Tewa Teaching Staff (7 Tewa-speaking teachers), the Tewa Language Advisory Committee, and the Pueblo’s grant writer.

Where was the project located — what Tribes/area do you serve?

The Tewa Language Project was located at the Early Childhood Center, 104 Lightning Loop Rd, Santa Fe, NM, 87506, which is located on Pojoaque Tribal lands, near to the Senior Center, Wellness Center. Although this project primarily served the tribal youth at the Pueblo of Pojoaque, the Pueblo employed a Tewa-speaking Native from the Tesuque Pueblo to teach the language outside of the Pueblo to Pojoaque and other Tewa-speaking youth at six (6) different schools where graduates of the Early Childhood Center attended middle school and high school.

What were the main project objectives/goals of the project?

The main project goals and objectives were to teach the language through not only scholastic methods, but through “experiential learning,” or experiences. Some of these experiential practices included traditional farming, cooking, celebrations, Feast days, traditional games, and regalia making. The next phase of this language project focused on developing tools for in-home use, where “language nests” were created to provide not only youth but families with learning tools that the entire family can participate in. Adult learning classes and a teacher certification program were also part of the vision, so students could eventually become the teachers.

How has your project benefited the community overall?

The project brought a new “cultural enthusiasm” to the Pueblo, whereby lost cultural practices which were once commonplace in the Pueblo are being reintroduced and revived in the Pueblo. This has resulted in a renewed cultural pride, which is evident at traditional ceremonies, Feast Days, and throughout the Pueblo.

What advice would you offer someone planning or implementing a project similar to yours?

The key to having a successful program begins from the planning stages. A well-thought-out objective plan and set program goals will direct the program to huge success and achievement. The Pueblo of Pojoaque is committed to revitalizing the Tewa language back into their Pueblo, and they have also shown tremendous support through all aspects which include at the various school levels where tribal youth attend, community member levels, and greatly through Tribal leadership. The best advice would be commitment. Once commitment is gained, there should be no reason for unsuccessful planning or implementing a project similar to ours.

The video below from the Indigenous Language Institute shows the Pueblo of Pojoaque’s Early Childhood Center and the outcomes of its ANA-funded project.

Read more testimonials and reflections from former ANA Community Partners on the impacts of their investments!

Chickaloon Native Village, Chickaloon, Alaska (2009-2012) | Nay’dini’aa Na’Kenaege’ Be’nedze’ Project

“When I was young, I was so shy. I convey to the kids to have courage, comfort, and confidence to get up and speak. And I see that happening.” Ahtna Athabascan Elder
Tolowa Dee-ni' Nation, Smith River, California (2011-2012) | Our Families Strong They Are

“Without the center, I wouldn’t know as much as I know now and wouldn’t be doing better.” Project Participant

A photo of two women who work with the Smith River Rancheria Nation holding a hand-drawn roadmap of how their community’s traditions can be kept alive. — Two women who work with the Smith River Rancheria Nation.

Yurok Tribe, Trinity-Klamath, California (2009-2012) | The Yurok Community Language Project

“The language pods were excellent. They allowed me to participate without traveling a long distance…[and] my fluency level is now intermediate to high, which makes me feel whole.” Project Participant

Guam Community College, Mangilao, Guam (2009-2012) | Go’ti Yan Adahi I Fino’ta Chamorro

“The films brought many students to appreciate our culture and language much, much, more than ever.” Chamorro Language Teacher

Sanctuary, Incorporated of Guam, Chalan Pago, Guam (2009-2012) | Relationship Intelligence Project

“[This project] has given youth a voice and the knowledge to make informed decisions.” Relationship Intelligence Project Director

Aha Punana Leo, Hilo, Hawaii (2009-2012) | Ahai Olelo Ola: Hawaiian Language Television Broadcast Video Training, Development, and Broadcasting

“Now we have the opportunity to see television broadcasting in the Native language bringing a renewed sense of self esteem that Hawaiian language has value. It’s showing that Hawaiian is a living language and we are using it.” Project Intern

Maui Economic Opportunity, Wailuku, Hawaii (2009-2012) | MEO BEST Ke Kahua Hānai (Feed the People) Agricultural Project

“As a result of my being here, I have reconnected with my roots, and established new roots — literally. I now have a place to come and work, be supported and feel normal.” Formerly Incarcerated Participant

University of Hawaii, Honolulu, Hawaii (2011-2012) | Finding and Showing the Fragments of Our Heritage

A photo of the University of Hawai’i. — University of Hawai'i

“The project has a purpose that has much urgency. It’s a struggle to perpetuate the language with the Kupuna that are still available to ensure the integrity of the language for the next generation.” Advisory Board Member and Community Elder

Passamaquoddy Tribe, Princeton, Maine (2010-2012) | Passamaquoddy Language Revitalization Implementation Project

“This is the legacy we will leave the younger generation. [It] will go a long ways for them to teach their children.” Donald Soctomah, Project Director

Wopanaak Language and Cultural Weetyoo, Inc., Mashpee, MA (2010-2012) | Nuwôpanâôt8âm, I Speak Wampanoag

“The participants [apprentices]…are all people I have known for years, and I have never seen any of them so fluent. The immersion classes are clearly having a great impact.” Independent Language Evaluator

Cultural Survival, Cambridge, MA in Partnership with the Sac and Fox Nation, Stroud, OK (2009-2012) | Making a Home for Our Language ~ Thakiwaki peminamoka enatoweyakwe: Sauk Language Master Apprentice Project

“Looking at all that has been accomplished in the language program under this grant…this is one of the most promising language programs I’ve seen on the North American mainland for critically endangered languages.” Leanne Hinton, Ph.D., Prof. Emerita, University of California, Berkeley and Member, Consortium of Indigenous Language Organizations

Omaha Nation Community Response Team, Macy, Nebraska (2010-2012) | Social Capacity Building

“Today, ONCRT has a well-trained board, capable staff, policies and procedures, and a talented, dedicated community.” Shane Thin Elk, Program Director

Ponca Tribe of Nebraska, Niobrara, Nebraska (2009-2012) | Ponca Job Empowerment Project

“Having confidence and skills…now I am a better father too.” Project Participant

Pueblo of Pojoaque, Pueblo of Pojoaque, New Mexico (2011-2012) | Tewa Language Planning Project

A photo of a woman and child around a table with an activity in front of them.

“Language sprouts need energy from the sun to bloom; our little voices need the energy of collective prayers. Together with the forces of nature our little ones di ’Tewa tuni’ (will speak Tewa)!” Excerpt from the Tewa Language Master Plan

Association of American Indian Physicians, Oklahoma City, Oklahoma (2009-2012) | Healthy Families Through Healthy Relationships

“The AAIP Healthy Relationships Program provided much needed culturally relevant tools and curriculums that allowed our partners to provide better service to address the needs of their clients, community, and youth.” Margaret Knight, AAIP President

Cherokee Nation, Tahlequah, Oklahoma (2008-2012) | Cherokee Lifeways After-School and Community Project

“We gave teachers a place and resources to use cultural knowledge for positively influencing youth.” Donna Gourd, Project Director

Citizen Potawatomi Nation, Shawnee, Oklahoma (2010-2012) | Potawatomi Language Curriculum Implementation Project: Gkkendasmen gde-zheshmomenan ~ Let’s Learn Our Language

“It’s just shocking the number of parents who’ve said that their kids are using the language at home.” Justin Neely, Potawatomi Language Program Director

Comanche Nation College, Lawton, Oklahoma (2009-2012) | “Numa Tekwapu” Comanche Language

“The difference between a community college and a Tribal community college is language and culture.”
Gene Pekaw, Dean of Student Services

Tonkawa Tribe, Tonkawa, Oklahoma (2010-2012) | Tonkawa Tribal Environmental Regulatory Project

“There is…greater awareness in the communities about recycling, not burning tires, and other beneficial and harmful acts.” Environmental Protection Board Member

Aleutian Financial Incorporated, Anchorage, Alaska (2010-2011) | Aleutian Financial Loan Fund

A photo of mountains and water taken from an aerial view.

“This project provided the communities we serve with something they've never had before: access to capital.” Lori Canady, Project Director and CEO

Nanwalek IRA Council, southwestern tip of the Kenai Peninsula on lower Cook Inlet (2009-2011) | Effective Leadership

“This project raised awareness and understanding of tribal governance issues, and allowed tribal members know that they have a voice in trying to change a flawed system. This process unified members of the community.” Gwen Kvasnikoff, Project Director

Organized Village of Kale, Alaska (2009-2011) | Capacity Building for Economic Self-Sufficiency

“Now that tribal community members have seen the success of this project, interest in creating and running businesses here in the community has risen. More and more people have been calling in to inquire about available services at the business center. The impact has been a change in the mentality in Kake-now people are more optimistic about the feasibility of running their own businesses.” Bob Mills, Project Director

Spruce Island Development Corporation, Native Village of Ouzinkie, Alaska (2008-2011) | Ouzinkie Tourism Development Project

“People are thinking about entrepreneurship more—a seed has been planted and will continue to grow. We anticipate that the island economy will be stimulated in the future by the activities conducted during this project.” Sharon Anderson, Project Director

American Samoa Government Department of Parks and Recreation, Pago Pago, American Samoa (2010) | Amanave mo Taeao — Amanave for Tomorrow

“The park is good for my business and good for the village, too. In the evening after school, it gets really crowded with kids. Even the older kids, including high school and college kids, hang out there.” Susan Taifane, Convenience Store Owner

Indian Child Welfare Consortium, Riverside, California (2008-2011) | Improving the Well-Being of Children — Tribal Healthy Marriage Project

“Those communication classes were a big part in preventing yet another broken family.” Bobby Jo and Harold John Larkin, PREP Program Participants

Santa Ynez Band of Chumash Indians, Santa Ynez, California (2009-2011) | Say It in Samala

“Creating the lessons has helped us learn the language. We are making the language part of our life, which is tough because we don’t have elders who speak the language.” Kathleen Marshall, Project Coordinator/Senior Apprentice

Shiprock Home for Woman and Children, Shiprock, New Mexico (2006-2011) | The Navajo Healthy Marriage Opportunities Project

A photo of two women hiking in the mountains.

“Something about tying this to native traditions opens the native men up. They listen when we bring in tradition.” Gloria Champion, Project Director

Burt Lake Bank of Ottawa and Chippewa Indians, Brutus, Michigan (2009-2011) | Anishinaabe Bimaadizwin Naagademing (Taking Care of Our Way of Life)

“It was community-oriented, all ages-how it's supposed to be.” Burt Lake Band Traditional Arts Project Staff

Grand Traverse Band of Ottawa and Chippewa Indians, Peshawbestown, Michigan (2006-2011) | Grand Traverse Band Healthy Relationships

“The symbolism from these events stays strong.” PAIRS for LIFE Participant

Fond Du Lac Band of Lake Superior Chippewa, Cloquet, Minnesota (2008-2011) | Anishinaabemowin Language Immersion Canoe Building (Wiigwaasi-Jiimaan) Project

“Intergenerational teaching and participation provides the foundation for our culture, and was a cornerstone of our project.” Jeff Savage, Project and Museum Director

Leech Lake Band of Ojibwe, Cass Lake, Minnesota (2008-2011) | Niigaane Ojibwemowin Immersion Project

“We are starting to see the possibilities of reclaiming and rebuilding the Ojibwe identity.” Naabekwea Liberty, Niigaane Teacher

Euchee Tribe of Indians, Sapulpa, Oklahoma (2009-2011) | Euchee History Project

“Previous efforts had always been informal, often with a focus on the researcher’s own family. This was the first time that we’ve undertaken a professional approach with formally educated researchers, so the product will be far more comprehensive.” Chairman Andrew Skeeter, Project Director

Miami Tribe of Oklahoma, Miami, Oklahoma (2008-2011) | Marriage Matters

“Our 8-hour workshops are equivalent to a year's worth of therapy; they build tremendous self-awareness.” Van Benson, Motive Matters

Tonkawa Tribe of Indians of Oklahoma, Tonkawa, Oklahoma (2010-2011) | Tonkawa Tribal Administrative Process Update Project

“Although the updated policies haven’t been formally approved, we’ve already seen significant improvements in many tribal departments.” David Hockenbury, Project Director

Confederated Tribes of the Grand Ronde Community of Oregon, Grand Ronde, Oregon (2009-2011) | Coho Salmon and Pacific Lamprey Project

“The results of the genetic analysis put the tribe in a position to make informed decisions and influence the state on how these fish are managed.” Kelly Dirksen, Fish and Wildlife Manager

Confederated Tribes of the Grand Ronde Community of Oregon (2008-2011) | Grand Ronde Chinuk Wawa Immersion Project

“This language program has been a key cog in the machine, and without it, so many other important cultural activities wouldn’t happen.” Travis Stewart, CTGR Cultural Specialist

Northwest Intertribal Court System, Lynnwood, Washington (2009-2011) | Promoting Tribal Sovereignty by Creating Infrastructure for Code Maintenance

“Discrepancies in the codes have been identified and reconciled, and the tribes now have a solid framework with which to move forward. The impact has already been felt and will continue to grow.” Dana Merriman, Project Director

Native American Youth and Family Center, Portland, Oregon (2008-2011) | Life Skills Development and Economic Security Project for Native Americans

“Before this program I felt lost. I knew I wanted to go to school, but I didn’t know how to move forward. Now I’m getting an associate degree in renewable energy, and my life has changed dramatically.” Rhea Standing Rock, IDA Participant

Great Lakes Indian Fish and Wildfire Commission, Odanah, Wisconsin (2010-2011) | Minwaajimo — Telling a Good Story: Preserving Ojibwe Treaty Rights for the Past 25 Years

“Tribal members have really embraced the materials, finding connections between panelists’ stories and their own.” LaTisha McRoy, Project Coordinator

Lac Du Flambeau of Lake Superior Indians, Lac du Flambeau, Wisconsin (2009-2011) | Broadcast Ojibwe to Increase Achievement

A graphic with a silhouette of a Native American sitting while listening to a device with the words “Broadcast Ojibwe.”

“Through this project, we brought the language to the people. We’ve created lasting resources that people can access from anywhere. This isn’t about plugging a leak—it’s about building the future.” Leon Valliere, Project Director

Waadookodaading, Inc., Hayward, Wisconsin | Waadookodaading Immersion Charter School: Surviving through Grade 5

“When I was young there was nobody to teach me the language. Being able to be a bridge between the language and the students is really fulfilling.” Alex DeCoteau, Waadookodaading Teacher