ANCHORAGE, Alaska (AP) — In the wake of Typhoon Halong's devastation, Rayann Martin, a ten-year-old student from a displaced Alaska Native village, raises ten fingers in response to her teacher's question about ages. “Qula!” the students proudly reply, demonstrating their knowledge of Yup’ik, their native language.
In a striking show of community resilience, Martin and hundreds of her fellow villagers were airlifted to Anchorage following the typhoon that inundated their coastal homes, displacing nearly 700 residents and leaving devastation in its wake. Amid this upheaval, the newly arrived children are finding joy and familiarity in a Yup’ik language immersion program offered by the Anchorage School District.
The program, initiated about nine years ago, seeks to connect students with their cultural roots, emphasizing Yup’ik language and heritage in the face of cultural displacement. As Darrell Berntsen, principal of College Gate Elementary—who himself is Alaska Native—explains, the program’s introduction marks an important step in preserving indigenous languages that have seen decline due to historical suppression.
Under Berntsen’s leadership, students in the immersion program engage with Yup’ik for half of their school day, learning not just the language, but also science and social studies through a cultural lens. This enriching environment has welcomed new students, including those from villages like Kipnuk and Kwigillingok, who have experienced profound loss.
Participating in the program has provided some relief for students like Ellyne Aliralria, who witnessed her family's home float away during the floods. “We’re homesick,” she shares, reflecting on the struggles tied to their abrupt relocation to Anchorage.
As the Yup’ik immersion program gains momentum, with enrollment numbers rising significantly post-typhoon, the district aims to foster a supportive community atmosphere for the children to feel safe and connected. Activities such as gym nights and cultural events are also being planned to help bridge the gap between generations.
Berntsen conveys that through this program, there lies an opportunity to restore the identity that was lost through traumatic experiences, allowing children to not only speak to their great-grandparents but also to reinstate a sense of belonging amidst the unfamiliar urban landscape.
