The challenge of Indigenous language revitalization is monumental for many Native nations and particularly for educators at our tribal colleges and universities (TCUs). Despite decades of commitment, resources, and hope dedicated to creating dic­tionaries, immersion schools, and master-apprentice programs, the crucial outcome of creating new, young, fluent speakers remains seemingly out of reach. In describing this frustration, many language program personnel use the analogy of trying to fit the square peg into the round hole.

The College of the Muscogee Nation (CMN), established in 2004, recognized this urgent need and made Mvskoke language instruc­tion a central part of its mission from the beginning. Over the last two decades, CMN has transformed its approach, moving beyond foundational language courses to building a comprehensive system that is creating a sustainable pipeline of Mvskoke language speakers and teachers. This transformation addresses the complex challenges of language endangerment through innovation and strategic community engagement.

The CMN Mvskoke Language Teacher Education Program is designed to graduate educators prepared to teach the Mvskoke language across various settings, including homes, community centers, Head Start programs, local school districts, and eventually a bilingual Muscogee charter school. This ambitious goal requires preparing future educators to revitalize the Mvskoke language and culture through innovative instructional strategies and comprehensive pedagogical knowledge.

FOUNDATIONAL COMMITMENT

CMN’s strategic approach to revitalization began to take solid shape in 2020 with the collection of community survey data on a language immersion program, followed by community focus groups. These research efforts were crucial because they provided vital insights into the community’s specific needs, which then guided the development of future programming.

A historic moment occurred in 2021 with the reestablishment of the Mvskoke Language Teachers Institute. The name and inspira­tion for this institute were drawn from a Muscogee law dating back to the 1890s. However, the original Teachers Institute focused on assimilationist efforts to ensure Native children were taught reading and writing in English. The contemporary iteration of the Teachers Institute represents a powerful and symbolic reversal of language suppression. Today, the institute centers on listening and speaking the Mvskoke language, prioritizing oral fluency and cultural transmission. This transforms an institution once used to promote linguistic assimilation into a powerful tool for language reclamation.

Along with the reestablishment of the Mvskoke Language Teachers Institute, CMN began convening a small group of the estimated 350 remaining Mvskoke first-language speakers to discuss comprehen­sive revitalization activities. Including these language keepers was instrumental, ensuring that both curriculum development and peda­gogical approaches are deeply grounded in authentic language and cultural knowledge. This collaboration upholds a fundamental prin­ciple of community-based language revitalization: those who carry the language must guide its transmission to new generations.

BUILDING THE PIPELINE AND CREATING ROBUST RESOURCES

Building on this foundation, CMN added to its academic offerings a Mvskoke language teaching certificate in 2022, creating a dedicated path for individuals committed to becoming language educators. To support this effort, CMN also focused on standardizing the learning process. One way this was achieved was through the implementation of proficiency standards. In 2023, a group of Mvskoke educators developed an initial set of proficiency stan­dards based on the American Council on Teaching Foreign Languages’ framework. Importantly, these standards were subse­quently reviewed and validated by the group of first-language speakers. This process ensured that the proficiency goals honored both contemporary language teaching best practices and traditional linguistic knowledge.

Another way CMN standardized the learning process was through a master-apprentice program. Shortly after the implemen­tation of the proficiency standards, CMN launched the Mvskoke Language Master-Apprentice Program, an immersive model embedded within the 21-credit-hour language certificate. This intensive learning program pairs one master (a first-language speaker) with three apprentices (novice second-language learners). A critical addition is an intermediate-level second-language speaker who serves as a teaching assistant, creating an environment that emphasizes natural language acquisition through sustained inter­action and practical use.

Recognizing that language revitalization requires robust support, CMN invested in developing comprehensive linguistic tools. Through a partnership with Dr. Jack Martin, a Muskogean language linguist, the college contracted with Julia Mainziner to launch the Dictionary of Creek/Muskogee app, providing essential reference materials for learners and speakers. CMN continued to contract with Mainzinger to create and launch a Mvskoke New Testament Bible and the Mvskoke-English Paraphrase Hymnal app. These spiritual texts are significant in many community members’ lives, and creating digital versions provides meaningful contexts for language use. These digital resources are vital because they make Mvskoke language materials accessible to community members regardless of where they live, supporting both individual study and community worship in the Mvskoke language.

Currently, CMN is collaborating with the Summer Institute of Linguistics (SIL) Global as part of its Growing Bilingual Communities initiative to develop a curriculum that focuses on teaching all ages through the spoken word. This commitment to evidence-based approaches, while maintaining a focus on oral fluency, is considered the foundation of natural language transmission.

A TEAM-BASED APPROACH

One of the most critical challenges facing revitalization efforts is often a fundamental structural flaw: the assumption that fluent elders, just by being fluent, automatically know how to teach the language effectively. The truth is that while being a fluent speaker is a priceless gift, the ability to transmit that fluency to a second-language learner is an entirely different skill set requiring expertise in pedagogy, curriculum design, and language acquisition.

In the late 19th century, the Mvskoke Teachers Institute had an English-only curriculum. Today, under the guidance of the College of the Muscogee Nation, the institute is devoted to language reclamation.

By placing the entire burden of teaching on elders, programs essentially ask them to be curriculum developers and language acquisition specialists, roles they were never trained for. This often leads to programs that lack specific, measurable goals and which focus more on grammatical facts than on fostering true commu­nicative ability. To achieve fluency, learners need the opportunity to engage in hundreds of dedicated conversational hours.

To overcome these obstacles, CMN recommends shifting from individual effort to structured support through the Power of Three Team Model. This structure was designed by SIL Global and utilized for decades to empower communities to define the essential roles and competencies needed for successful language learning. The first element in this team model is the committed learner, an indi­vidual dedicated to the journey of becoming a fluent speaker. Second is the fluent speaker, an elder or community member who serves as the indispensable source of the language, sharing their voice, stories, and knowledge. Third is the coach, the crucial facil­itator who guides the learning process. This three-part structure honors elders as the keepers of the language while freeing them from the heavy burden of pedagogy. The coach manages the learning activities, tracks progress, and ensures that interactions are effective and build upon each other in a logical sequence. This allows the fluent speaker to focus on what only they can do: speak, share, and immerse the learner in the living language.

The Power of Three Team Model is a new approach to existing methods. Perhaps the most important role that has been missing from our past language-learning efforts is the coach. This person is not necessarily the most fluent speaker but is specifically trained in curriculum development and methodology. The coach acts as a bridge between the elder’s knowledge and the learner’s needs. Coaches are not outside experts; they are younger-generation, enrolled members of the Muscogee Nation who have already completed a year in the CMN Master-Apprentice Program.

Coaches are trained to use a comprehensive language curriculum specifically adapted for the Mvskoke language. Working alongside the fluent speakers, they assist both elders and learners through the structured curriculum. Coaches facilitate lessons, activities, and games in the early phases; help structure storytelling in the later phases; and ensure the entire process moves consistently toward the goal of fluency. This approach supports learners, empowers elders, and, critically, builds capacity within a new generation of language revitalization leaders. Creating even one new fluent speaker can extend a language’s life by decades.

TRAINING ADAPTIVE AND INNOVATIVE EDUCATORS

The CMN Mvskoke Language Teacher Education Program empha­sizes preparing future teachers to be adaptive and innovative in their teaching methods, capable of teaching in diverse educational contexts. A core component of this preparation involves the ongoing evaluation and application of evidence-based educational theories tailored to specific instructional needs. This ensures that teaching methods remain effective and relevant, fostering continuous professional development for faculty and students alike.

CMN focuses on high-impact instructional strategies, particu­larly those effective for adult learners, most notably, active learning through group engagement. Interactive instructional strategies are favored because they move beyond traditional lecture-based formats and enhance engagement for adult learners. Effective methods include facilitated group questioning where instructors lead ses­sions designed to encourage learners to pose their own questions, promoting deeper comprehension and active engagement with the material. Breakout sessions are also effective and enable students to work in small groups to discuss ideas and concepts. This structure is especially helpful because it encourages participation from all members, including those who may be hesitant to con­tribute in a larger, whole-class discussion environment. After a breakout session, each small group selects a representative to summarize and share their group’s insights with the entire class. Such sharing discussions ensure a diversity of perspectives and facilitate collective learning.

Another innovative strategy used in teacher preparation is the incorporation of video demonstrations. Videos can showcase instructors teaching classes while employing a range of methods and strategies within a single lesson. This multimedia approach offers several distinct benefits, including modeling best practices. Through videos, students observe effective teaching techniques in action, which provide a clearer, practical idea of how to apply these methods in their own future classrooms. Videos also rein­force learning, catering to different learning styles and helping students retain new concepts more effectively. Finally, videos encourage reflection. By analyzing the recorded lessons, learners can step back and reflect critically on the effectiveness of different strategies. Students are encouraged to consider how they might adapt these approaches to their future teaching environments.

ADDRESSING BARRIERS AND BUILDING CAPACITY

Historically, a major obstacle to training new language teachers has been the significant time and financial commitment required. This barrier often discourages talented individuals from pursuing this critical educational path.

Students enrolled in CMN’s Mvskoke Language Teacher Education Program work closely with first language speakers. Here, Mvskoke language instructors Rosemary Maxey (left) and Irene Culley join their student Tristin Flora at the college’s 2025 commencement.

CMN directly addressed this challenge by providing financial support through the Mellon Foundation Fellowship. This fellowship has created a meaningful change by covering most living expenses and providing CMN on-campus housing for participants. This invaluable support has empowered more future educators to dedi­cate themselves to developing proficiency in the language and receiv­ing formal teacher preparation. The fellowship directly strengthens the pipeline of skilled Mvskoke language teachers, ensuring the lan­guage’s survival and growth for generations to come.

The college’s approach of combining thoughtful application of the­ory, collaborative learning experiences, multimedia resources, and fellowship opportunities ensures that students are actively engaged and supported throughout their educational journey. The develop­ment of these adaptive and innovative teachers is directed toward establishing a bilingual Muscogee charter school in the near future and advancing initiatives to preserve the nation’s cultural heritage.

CONCLUSION AND RECOMMENDATIONS

The College of the Muscogee Nation’s comprehensive, integrated system of Indigenous language reclamation serves as a powerful model for tribal institutions facing the urgent challenge of language endangerment. By combining robust teacher education programs, community-engaged curriculum development, extensive resource creation, and strategic partnerships, CMN has created a blueprint for language transmission.

Based on the CMN’s experiences, we offer the following key recommendations for other TCUs and tribal leaders: (1) Prioritize structural support for teaching. Recognize that fluency alone is insufficient for effective language transmission and adopt the Power of Three Team Model to professionalize language instruction. (2) Invest in dedicated coaches. Create and train a new generation of language learning coaches, who are intermediate speakers and who act as pedagogical facilitators. This supports elders and ensures structured progression toward measurable fluency goals. (3) Reverse historical assimilation. Use institutional structures, such as CMN’s reestablishment of the Mvskoke Language Teachers Institute, to symbolize and practically deliver the reversal of historical language suppression, emphasizing oral fluency and cultural transmission. (4) Engage first-language speakers as guides, not solely as teachers. Ensure that first-language speakers are fully included in planning and curriculum validation, grounding efforts in authentic knowledge. However, structure the teaching environment so that they are freed from the burden of teaching methodology. (5) Address economic barriers directly. Use scholar­ships and financial support, such as CMN’s use of the Mellon Foundation Fellowship, to make the path to becoming a language educator financially viable, thereby expanding the pipeline of committed teachers. (6) Emphasize adaptive and reflective pedagogy. Train educators using innovative methods like interactive group work such as facilitated questioning and breakout sessions, along with multimedia resources, including video demonstrations, to prepare teachers capable of adapting to diverse educational settings.

The path to creating thriving, fluent futures for our communities requires more than just access to a speaker; it requires a detailed plan, a strong structure, and a supportive team. CMN’s model demonstrates how Indigenous institutions can successfully put these essential pieces into the right place.

Monte Randall, EdD (Muscogee) is the president of College of the Muscogee Nation; Steve Echerd, MA is SIL America’s team leader for revi­talization services to Native American and First Nations community organizations, tribal colleges, and governments; and Chad Greer EdD (Muscogee) is a retired K-12 superintendent, teacher preparation adminis­trator, and current CMN Mvskoke language teaching certificate instructor.