The Truth About Stories leaves us with the hope that if we create betterstories—and stop believing dangerous stories—we can create a betterworld. Because the truth about stories is that we get the world we imagine,and in that sense, we get the world we deserve.
(Sepsi et al. 168)
What difference does it make if we write for a non-Native audience or aNative audience, when the fact of the matter is that we need to reach both?(118)
(Sepsi et al. 164)
As long as I dressed like an Indian and complained like an Indian, I wasentertainment. But if I dressed like a non-Indian and reasoned like a non-Indian, then not only was I not entertainment, I wasn’t Indian. (68)
(Sepsi et al. 163)
Through my language I understand I am being spoken to. I’m not the onespeaking. The words are coming from many tongues and mouths of peopleand the land around them. I am a listener to the language’s stories, andwhen my words form I am merely retelling the same stories in differentpatterns. (2
(Sepsi et al. 162)
King translates to print the storytelling flair of indigeneous communitieswhile examining the role of stories in Native cultures. His acts ofstorytelling illustrate how stories have shaped and continue to shape oursocieties, our personal mythologies and our choices in life.
(Sepsi et al. 161 )
Teachers ofAmerican Indian students must recognize that there arephonological, morphological, and syntactical differencesamong all tribal dialects. Respecting these complex languagesand making efforts to teach them, with the active collabora-tion on the tribal community, will go a long way to ensurethe academic success of American Indian students
(Ridgeway and Pewewardy 33).
Ethnic identity is twin skin to linguistic identi-ty—I am my language....! will no longer be madeto feel ashamed of existing. I will have my voice:Indian, Spanish, White.
(Ridgeway and Pewewardy 32) Relates to my own experiences, Linguistic awareness, and normalizing different spoken dialects.
Referring to these students as English EanguageLearners, honoring their original languages, and teaching ina culturally responsive manner could make an enormous dif-ference in the success these students have in our schools.
Viewing students as English Language Learners and acknowledging students from their languages while using code-meshing/switching, and being culturally responsive to students could make a huge difference in student success and connection to the community and schools (Ridgeway and Pewewardy 31)
Anaya (1987) believes that.We must pass on to the present generation a seri-ous concern ahout learning to speak the nativelanguages of the state. Traditions rest within thelanguage. At the same time we are compelled tolearn English, not only to survive but to reachwider audiences with our writings. Language is atool we learn to utilize. We learn to use it toreflect on life, and that reflection becomes ourhistory, (viii)
Relates to the importance of writing in SAE. (Ridgeway and Pewewardy 30)
We believe that teachers need to be prepared torelate to all racial and ethnic groups in order to maximize theachievement of every student.
As a society, educators should be aware of teaching and including all people of color to bring out the best in every student (Ridgeway and Pewewardy 28) Relates to Linguistic Awareness
In order to maximize learning with American Indian stu-dents today, teachers should know and understand the histo-ry of how Indigenous languages were treated in U.S. schoolsystems
(Ridgeway and Pewewardy 28) This relates to Linguistic Awareness in U.S. school systems