Juneau, e-Learning

The Master of Arts in Teaching Indigenous Languages (MAT IL) addresses critical workforce and cultural needs across Alaska’s educational landscape. Recognizing that the majority of Alaska Native languages are critically endangered, this program prepares educators to lead systemic transformations that elevate Indigenous languages within public education. Students are equipped with advanced pedagogical frameworks and advocacy strategies to integrate Alaska Native languages into core school curricula. Upon completion, graduates are prepared for state teacher certification and licensure, empowering them to cultivate the next generation of fluent speakers.

Program coursework is delivered via a hybrid model: EDIL courses are available in person at the Áakʼw Campus, while all Education (ED, ECE, EDSE) courses are offered exclusively online. Consequently, the entire program can be completed fully online from any location with reliable internet access. Designed with professional pathways in mind, the program features a strategic partnership with the Alaska Department of Education and Early Development (DEED) to facilitate state teacher licensure, alongside global collaborations with Indigenous language teacher preparation initiatives worldwide.

Applicants must demonstrate high fluency in the Indigenous language they intend to teach. This is satisfied by completing a minimum of 18–24 credit hours (or equivalent sequenced coursework) of college-level study in the language, or via a verified fluency exemption. Fluency exemptions are granted upon the successful completion of an oral and communicative assessment conducted by a recognized fluent speaker. This program surveys a diverse range of pedagogical approaches to Indigenous language learning while analyzing the social and institutional transformations required to fuel and sustain language reclamation movements.

This program integrates field experiences, including focused teacher observations and a comprehensive, mentored teaching practicum within Indigenous language programs. Incoming candidates are expected to identify potential placement sites and maintain a collaborative approach with local educators to ensure a mutually beneficial match. Progression to the final student teaching internship is contingent upon the successful completion of all required student-teacher applications. Candidates must secure administrative clearance from the University of Alaska Southeast (UAS) School of Education (SOE), the State Department of Education and Early Development (DEED), and individual school districts as mandated by local placement policies.

Interested Persons Report
As you begin your graduate courses, Candidates must secure an Interested Persons Report (IPR) from a local law enforcement agency or a current employment affidavit from the public school you are working in confirming your background check. This background check is required before engaging in practicum classes where Candidates will be working with students in the public education setting. These are active for one year and must be renewed, as needed. You will need to submit a copy of your active IPR to the SOE office: uas.education@alaska.edu

Application Requirements

Applicants must have a bachelor’s degree with a general education background from an accredited institution. The program advisor will examine transcripts to determine applicable content background and GPA requirements.

Admission to the Indigenous Languages M.A.T. program requires the following:

1. Student Information Sheet
2. A completed graduate application and $60 nonrefundable application fee.
3. An official transcript indicating a baccalaureate degree and a GPA of 3.00.
4. Two recommendations addressing professional dispositions for the Indigenous Languages program on specific forms provided by the School of Education.
5. A writing sample that addresses your professional objectives, including your career goals, educational philosophy, and objectives within the field.
6. Information Release Waiver Statement.
7. Passing Praxis CASE/Core exam scores must be sent to UAS. (Students taking the Praxis outside of Alaska must also have the scores sent to the Alaska Department of Education & Early Development directly from Education Testing Services (ETS), using code 7027.)
8. If the applicant does not have documentation showing proficiency in the language, they must demonstrate fluency level appropriate to the Indigenous language that is to be taught. An American Council on Teaching Foreign Languages (ACTFL) Oral Proficiency Interview (OPI) must be passed in order to be certified as a teacher.
9. Applicants are directed to consult with the program advisor for a program overview and individual program scheduling.

Exit Criteria

1. Minimum cumulative GPA of 3.0
2. Satisfactory completion of all coursework including Student Teaching.
3. Completion of the Master's Seminar Course that provides evidence that the student meets all program goals, outcomes, and standards.
4. Pass Praxis I Core/CASE exam scores meeting Alaska Department of Education and Early Development requirements for initial teacher certification.

Upon completion, students will be able to:

1. Develop and maintain courses that teach Indigenous languages or teach through Indigenous languages with one of the following goals: language stabilization, language revitalization, or language revival.
2. Articulate and maintain a philosophy of education for the language within which they are working, whether that be for a course, program, school, or language department within an Indigenous entity.
3. Develop transformational methods of inclusion within the curricular structures of educational systems with a solid understanding of effective transformational efforts that have taken place in Hawaiʻi, Aotearoa, Six Nations, and Wisconsin
4. Develop and implement systems of assessment, educational level determination, and curriculum development for Indigenous language medium schools, dual language schools, and community programs.
5. Demonstrate the ability to teach Alaska Native Languages through reflection of skill and sequencing, knowledge of learner development, learner differences, and learning environment ,content knowledge, collaborative planning and instructional design, implementation, and assessment, ethically in P-12 educational systems.