Rebuilding Indigenous Languages By Developing Teachers
A training and apprenticeship program for educators, community members, and emerging speakers who want to help bring language back into everyday life.
The Problem
More Teachers Are Needed to Save Our Language
We've seen the same problems over and over again
Someone creates a language program
They get grant funding
The first line in their workplan is, "hire a teacher"
They try to find a teacher, and don't find anyone who's not already teaching somewhere else
The program is dead in the water
Teaching Methods Matter
Not every teaching method will reliably produce speakers.
People Interested in Teaching Are Still Learning
A minimum level of language proficiency is required to teach others, but we don't have enough speakers - first language or second language - to have enough teachers
Why Choose Us
Your Path to Fluency and Teaching Proficiency
Language classes for prospective teachers
We want to make sure you have the language skills to teach, and we'll work with you 1:1 to find the right classes to get you there.
Classroom learning that centers proficiency
One year of learning and practice teaching, with minimal homework and no tests. Just functional skills you need for the classroom, gained without leaving your current job.
Supported apprenticeships keep new teachers on track
Our teachers aren't alone - in fact, we offer support options for every teacher, even those who haven't studied with us. Teach as an apprentice teacher for a year with ongoing support and mentoring from an experienced teacher.
Frequently Asked Question
General Questions
What is this program?
This is a training and apprenticeship program designed to prepare people to support Indigenous language revitalization through teaching. Participants learn how to create language learning environments where people actively use the language in meaningful, real world ways.
How is this different from a traditional language teaching course?
Most language teaching programs focus on grammar, vocabulary, and lesson delivery. This program focuses on:
* creating speakers, not just learners
* teaching through interaction and real-world use
* building relational, culturally grounded learning environments
* learning through practice, mentorship, and community
Do I have to be fluent in the language I want to teach?
No. Fluency is not required to begin the program. This program is designed for people who are:
* learning the language themselves
* emerging speakers
* committed to supporting language revitalization
Participants continue developing their language skills alongside learning how to teach.
Do I have to teach Lakota or Dakota?
No. While the program is grounded in Lakota/Dakota teaching practices and examples, and focuses on Indigenous language revitalization, the methods can be applied to any language or community-based language program.
How long is the program?
The program has two phases:
Training Phase: 80 hours (4 modules, over the course of about 9 months)
Apprenticeship Phase: 9–12 months of supported teaching
What happens during the training phase?
Participants complete four modules focused on:
* lesson planning for communication
* creating safe, relational learning environments
* developing teaching materials
* designing project-based language units
Participants also assist in real classes during this phase.
What is the apprenticeship?
The apprenticeship is a supervised teaching experience where participants:
* work alongside experienced teachers and fluent speakers
* gradually move from assisting → co-teaching → leading
* receive feedback and mentorship
This is where most learning happens.
Is this program online or in person?
Training sessions are online. Teaching practice may be in-person (land-based, youth programs) or online depending on placement, availability, and teacher interest and availability.
What is Project Based Language Learning (PBLL)?
PBLL is an approach where language is learned through meaningful projects connected to real life. Instead of memorizing vocabulary, learners interact with others, solve problems, and participate in real or simulated community situations
What does "teaching for talking" mean?
It means designing lessons so that learners are actually using the language to communicate, not just studying it.
The goal is interaction, participation, and confidence, not perfection.
What does "trauma informed teaching" mean in this context?
Many Indigenous communities have experienced harm through schooling and language suppression.
This program trains teachers to build learning situations students want to participate in, create emotionally safe environments, support different ways of engaging (listening, observing, speaking), and build trust over time.
We also have resources available to help mitigate trauma when it is encountered.
How much time should I expect to commit?
Training: Module classes are each 10 weeks of 2 hours twice a week. Practice teaching in this time may be up to 3x a week, but will not be continuous throughout the training.
Apprenticeship: Time will vary depending on teaching setup, but might be 3 evenings a week, or might be a full time paid position somewhere. Apprentices should also expect one mentoring meeting a week, plus prep time for classes. Depending on fluency, language classes may also be appropriate during this time.
Do I need access to a classroom or program to participate?
Not necessarily.
We work with participants to place them in existing programs when possible, place them in our classes, or help identify other opportunities for teaching practice
What if I've never taught before?
That’s okay, although it's likely that you've done informal teaching of some subject to someone. This program is designed for beginners, community members, people new to teaching, and even experienced teachers who are looking for new skills. You will learn by observing, assisting, and practicing with support.
What do I receive at the end of the program?
Participants who complete both phases receive certification recognizing their ability to facilitate language learning environments, support communication and interaction, and design project-based language experiences.
Note that this is not a state teaching certificate, but is likely enough to get tribal approval to teach in South Dakota. We are working on details to get more standardized options for our students.
Is certification based on fluency?
No.
Certification is based on your ability to support language use, create effective learning environments, and apply the methods in real teaching contexts. That said, a minimum language proficiency is generally required to attain a teaching position.
What is the capstone project?
The capstone includes:
* designing and teaching a project-based language unit
* submitting a teaching portfolio
* sharing a recorded lesson
* receiving mentor evaluation
Who is a good fit for this program?
This program is a good fit for people who:
* are committed to language revitalization
* are willing to learn by doing
* are open to feedback and growth
* want to support others in learning language
Who might not be a good fit?
This program may not be a good fit if you:
* are looking for a passive or lecture-based course
* are not interested in teaching or supporting others
* prefer traditional grammar-focused language instruction
Can organizations partner with this program?
Yes. We partner with Tribal and community language programs, schools and districts, colleges and universities, and cultural organizations
How can organizations get involved?
Partners may host apprentices, provide teaching placements, collaborate on program delivery, or support funding and expansion. We're also open to other ideas.
How do I apply?
Please join the mailing list so you can be notified when the next cohort opens for enrollment. The process includes basic information, short written responses, and commitment confirmation. If you need accommodations to the application process, please contact us.
Is everyone accepted?
No. We review applications to ensure participants are aligned with the program’s goals, able to commit to the process, and a good fit for a cohort-based learning environment
Success Stories That Inspire
Our personalized approach has made a real difference in the lives of students. Here’s what they have to say about their journey with us.
My son’s confidence and grades have improved tremendously! The tutors are patient, knowledgeable, and genuinely care about his progress.
— Emma R., Parent
Thanks to their guidance, I finally understand math concepts I struggled with for years. I’m more confident in school than
ever!
— Jake P., Student
The flexible scheduling and engaging lessons have made learning so enjoyable for my daughter. Her enthusiasm for studying has returned!
— Linda S., Parent
Lakota Values Run This Progam
We value our languages because our culture matters
These values guide how we teach, how we learn, and how we rebuild language together.
Language is for Use
We focus on communication, not memorization. Learners use the language from the very beginning—through interaction, not passive study.
Safety Before Speech
People speak when they feel safe. We create environments where participation is invited, not forced, and where listening and observing are valued.
Community Over Control
Learning happens in relationship. We build collaborative, respectful spaces rather than relying on rules and compliance.
Learning Through Doing
Language is learned by using it. We emphasize modeling, practice, and real-world activities over explanation.
Language is Connected to Life
Language lives in land, culture, and community. Our teaching connects language to real experiences and everyday use.
Everyone Has a Role
You don’t need to be fluent to contribute. Learners, emerging speakers, and teachers all play a part in language revitalization.
Growth Over Perfection
Mistakes are part of learning. We prioritize progress, participation, and confidence over correctness.
Teaching is Relational
Teaching develops through practice, mentorship, and community—not in isolation.
Decolonizing Education
We move beyond rigid, colonial models of schooling and toward flexible, culturally grounded ways of teaching and learning.
Growing Teachers, Strengthening Communities, Revitalizing Language
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