Peter et al. explore how Tsalagi Dideloquasdi students navigate Cherokee language revitalization, language interactions, and community spaces. They find that immersion education produces students who are robust translanguagers by the time they reach fifth and sixth grades. They also note that the success of students is in many ways dependent on the support they receive outside of the classroom and the engagement level of their parents.
Peter, L., Hirata-Edds, T., Feeling, D., Kirk, W., & Duncan, P. T. (2017). The Cherokee Nation Immersion School as a translanguaging space. Journal of American Indian Education, 56(1), 5–31. https://doi.org/10.1353/jaie.2017.a798920
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