Gordon explores the nuanced relationship between adult Indigenous language immersion curriculum goals and outcomes, and learner goals and objectives. In his dissertation, he considers adult learning theories, immersion models of reclamation, program evaluation, and curriculum development. He finds that learners in an Anishinaabemowin adult Indigenous immersion language program at a tribal community college attend the program to restart intergenerational language transmission, become fluent speakers, increase their sense of identity, and to heal. He also finds a misalignment between program goals and learner goals, and advocates for increased attention to learner motivations during curriculum development. He calls for the integration of high-quality assessment in adult immersion programs.
Gordon, C. J. (2009). Anishinaabemowin pane: A qualitative exploratory case study of an indigenous language immersion revitalization program. (Publication No. 3360094) [Doctoral Dissertation, Capella University]. ProQuest Dissertations & Theses Global. https://www.proquest.com/publiccontent/dissertations-theses/anishinaabemowin-pane-qualitative-exploratory/docview/305164171/sem-2?accountid=14789