Abstract

We are in the midst of a global movement of language revitalization in which Indigenous communities, through grassroots efforts, are reclaiming their histories, cultures, and identities by developing unique language revitalization programs. This dissertation documents the efforts by one community, the Southern Ute tribe of Colorado, who in September of 2000 opened their own school, the Southern Ute Indian Montessori Academy, with the intention of revitalizing their Ute language and culture. Two central questions guided this study: From a Ute perspective how is language revitalization connected to cultural revitalization? And how has the Southern Ute tribe, through the creation of their language program, attempted to revitalize the Ute language and reverse language shift? I also examined how colonization has manifested itself over time through expanding theories of internal colonization. Moreover, I explored the meaning of Indigenous knowledge and its connection to language and ecology. Findings include a strong connection between language revitalization and decolonization. Data for this dissertation was gathered through conducting 27 in-depth interviews with Southern Ute tribal members, teachers, staff, and parents, making classroom observations at the Southern Ute Indian Montessori Academy, and participating in Southern Ute community events.