Barriers to entry: The impact of non-standard orthography on learning the Lakota language

Abstract

The revitalization of the Lakota language is hindered by the absence of a universally accepted orthographic standard. This thesis investigates how non-standard orthographies influence Lakota language acquisition, cultural preservation, and educational practices. Guided by qualitative methodologies, this research explores the diverse orthographies used within the Lakota-speaking community and their impacts on learners, educators, and cultural authenticity. Data were collected through surveys and interviews with students, educators, and community members, focusing on their experiences and perceptions of orthographic systems. Analysis revealed key themes, including the challenges posed by inconsistent orthographies, the cultural tensions arising from orthographic choices, and the need for systems that balance phonetic accuracy with cultural sensitivity. Findings indicate that while orthographic diversity reflects the community’s linguistic heritage, it often complicates learning and teaching efforts. This study concludes that sustainable language revitalization requires a dual approach: adopting standardized orthographies to support literacy and educational consistency while respecting traditional oral practices and cultural values. Recommendations include developing flexible orthographic systems that cater to diverse learners, promoting community-led initiatives, and integrating technological resources to bridge gaps between tradition and modernity. Keywords: Lakota language, orthography, language revitalization, Indigenous education, cultural preservation, phonetic representation