ANCHORAGE, Alaska (AP) — Rayann Martin, a young girl displaced from her village, recently sat in a classroom hundreds of miles away, when asked how old she was, she raised ten fingers.
“Ten — how do you say 10 in Yup’ik?” her teacher asked, receiving a harmonious “Qula!” from the class.
Martin and many others were airlifted to Anchorage after their coastal villages along the Bering Sea were devastated by Typhoon Halong last month. The floods resulted in nearly 700 homes damaged or destroyed, with one life lost and two individuals missing.
As displaced residents adjust to their new reality, children find solace in cultural practices through a school-based Yup’ik language immersion program; one of two in the state of Alaska.
“I’m learning more Yup’ik,” commented Martin, who expressed joy in using the language to communicate with her family and peers despite the English dominance in urban areas.
Anchorage School District takes pride in the diversity it serves, with over 100 languages spoken in homes. Yup’ik has been revitalized through such programs, initiated nine years ago after federal grants materialized following continuous demand from parents.
The principal at College Gate Elementary, Darrell Berntsen, an Alaska Native himself, brings a personal connection to the program. He recalls his mother’s experiences during the 1964 Great Alaska Earthquake and the resilience of their culture. His understanding and empathy inspire efforts to make evacuees feel welcome.
“Listening is a big part of our culture... Do everything we can to make them feel comfortable in the most uncomfortable situation,” he shared, inviting families to enroll in the immersion program.
Currently, around 170 displaced students have enrolled in Anchorage School District, with 71 joining the Yup’ik program. At College Gate, students spend half their day immersed in Yup’ik instruction, alongside language arts and math in English.
Newcomer Ellyne Aliralria from Kipnuk expressed her challenges transitioning from her flooded home, which even carried away her sister's grave. Yet, she finds joy in learning her heritage despite some differences in dialect.
Berntsen envisions community-building activities bridging cultural gaps, such as gym nights or traditional hunting techniques. The immersion program represents a healing journey for the community, allowing children to connect with their roots and communicate with their elders, reclaiming some lost traditions.
“I took this as a great opportunity for us to give back some of what the trauma had taken from our Indigenous people,” Berntsen remarked.
As the Yup’ik immersion program burgeons, it not only provides lessons in language but also restores a sense of identity and community for the displaced children adjusting to life far from home.
