Bill Overview
Title: Native American Language Resource Center Act of 2022
Description: of 2022 This act authorizes the Department of Education to make a grant to or enter into a contract with an eligible entity (e.g., an institution of higher education) to establish, operate, and staff a Native American language resource center. The center must serve as a resource to improve the capacity to teach and learn Native American languages, further Native American language use and acquisition, and support the revitalization and reclamation of Native American languages.
Sponsors: Sen. Schatz, Brian [D-HI]
Target Audience
Population: Individuals interested or involved in the teaching and learning of Native American languages
Estimated Size: 1000000
- The legislation aims to improve the capacity to teach and learn Native American languages, directly impacting those involved in Native American language education.
- Many Native American communities are engaged in efforts to preserve and revitalize their languages, which often have few fluent speakers.
- The target population includes educators, students, and community members participating in or supporting Native American language programs.
- There are over 570 federally recognized Native American tribes, each potentially having unique language needs that could benefit from the resources provided by this center.
- The global population impacted includes Indigenous peoples who identify with the Native American linguistic heritage, particularly in the United States and possibly indigenous communities in other countries seeking similar educational resources.
Reasoning
- The policy primarily affects individuals involved in Native American language education, including students, educators, and tribal communities.
- Given the budget constraints, not all communities will benefit immediately. The funding will prioritize institutions with the most effective programs and potential impact, reaching a few dozen centers nationwide initially.
- Many Native American languages are at risk of extinction, and the policy is likely designed to support revitalization initiatives, thus the impact among communities actively engaged in these initiatives would be most significant.
- Individuals outside the direct educational scope might experience indirect cultural benefits, even if they are not educators or students.
- Education institutions already engaged in related programs will be the primary beneficiaries, while individuals in remote communities might not feel immediate effects.
Simulated Interviews
Native American language teacher (Oklahoma)
Age: 24 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 2/20
Statement of Opinion:
- This policy will provide essential resources and support for teaching Cherokee.
- It may help us develop better teaching materials and share knowledge with other educators.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 9 | 5 |
Community Leader (New Mexico)
Age: 40 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- This initiative aligns with our efforts to preserve the Navajo language.
- Funding will be crucial to expand our existing programs and train more educators.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
Student (Arizona)
Age: 18 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- Having a resource center would enhance our learning experience.
- It's important for my cultural identity to learn my native language.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 4 |
| Year 5 | 9 | 3 |
| Year 10 | 9 | 3 |
| Year 20 | 8 | 2 |
University Professor (Alaska)
Age: 30 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 8.0 years
Commonness: 5/20
Statement of Opinion:
- The policy could offer more research opportunities for Inuit language studies.
- Collaboration between universities could foster knowledge exchange.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 4 |
Retired (South Dakota)
Age: 55 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- While I'm retired, I support any initiative that helps preserve our language.
- I hope the policy includes intergenerational learning activities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 4 |
School Principal (Montana)
Age: 36 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 7.0 years
Commonness: 5/20
Statement of Opinion:
- Our school needs resources to improve our language programs.
- Hope this initiative includes support for teacher training.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 4 |
| Year 5 | 8 | 4 |
| Year 10 | 8 | 4 |
| Year 20 | 7 | 3 |
Graduate Student (California)
Age: 29 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- It's crucial for smaller tribes to access these resources.
- The funding could help in documenting and revitalizing endangered languages.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 9 | 5 |
| Year 5 | 9 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 8 | 4 |
Non-Profit Director (Washington)
Age: 47 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 4/20
Statement of Opinion:
- Urban native populations can benefit from this policy.
- We need to ensure the policy also focuses on city-based initiatives.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 5 |
Retired Professor (Utah)
Age: 65 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- This could result in scholarly resources like they never had before.
- I hope this helps younger scholars continue my work.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
Grant Writer (North Dakota)
Age: 50 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- More funding opportunities for language education are always welcome.
- This policy might streamline funding processes making it easier for us.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 4 |
Cost Estimates
Year 1: $6000000 (Low: $5000000, High: $7000000)
Year 2: $6300000 (Low: $5300000, High: $7300000)
Year 3: $6600000 (Low: $5600000, High: $7600000)
Year 5: $7200000 (Low: $6200000, High: $8200000)
Year 10: $8500000 (Low: $7500000, High: $9500000)
Year 100: $15000000 (Low: $14000000, High: $16000000)
Key Considerations
- The availability and commitment of educational institutions to host language resource centers are vital for implementation.
- The scale and reach of the program will depend largely on the funding appropriated beyond the initial period.
- The center's success will require collaboration with Native American communities and stakeholders.
- Continuous evaluation and adjustment of strategies will be critical to meet the dynamic needs of language revitalization.
- Adapting learning technologies and methods to modernize language instruction will enhance the effectiveness of the program.