Martha (Yellow Wolf) Birdbear stands as a vital figure in the preservation and revitalization of the Hidatsa language. Born on July 8th, 1948, in Elbowoods, North Dakota, she has dedicated her life to ensuring the survival of her ancestral tongue, particularly through her work as an elementary language instructor at the Mandaree Public School. Her journey, deeply rooted in her personal experiences and unwavering commitment, offers a powerful testament to the importance of language in maintaining cultural identity. Martha (Yellow Wolf) Birdbear’s story is one of resilience, education, and a profound dedication to her community.
Born to Thelma Burr-Young Bear and Lloyd "John" Yellow Wolf, Martha’s early life was steeped in the Hidatsa language. Growing up in Elbowoods, she experienced firsthand the rich oral traditions and cultural nuances embedded within the language. The legacy of her parents, particularly her father’s given name Yellow Wolf, resonates deeply within her, carrying the weight of ancestral knowledge and responsibility. Further details about her siblings are unfortunately unavailable, adding a layer of mystery to the tapestry of her early life.
Her formal education began in Mandaree, North Dakota, where she attended elementary and high school, graduating in 1968. This period marked a significant transition as she encountered the English language for the first time in a formal setting. The experience shaped her understanding of the challenges faced by those who are not native English speakers, an understanding that would later fuel her passion for language education. The same year as her graduation, she married Fritz Birdbear, beginning a new chapter in her life centered around family and community.
For many years, Martha dedicated herself to raising her children as a stay-at-home mother. This period, while focused on family, did not diminish her connection to her cultural heritage. In fact, it likely strengthened her resolve to pass on the Hidatsa language to future generations. It was in 1994, after her youngest child graduated high school, that she embarked on her teaching career at the Mandaree Public School, a turning point that would solidify her role as a language champion.
Her initial foray into teaching ignited a thirst for further knowledge and a desire to hone her skills. Recognizing the importance of formal education in her new role, she pursued academic qualifications with unwavering dedication. In 1996, she earned her language teaching certificate, equipping her with the pedagogical tools necessary to effectively impart the Hidatsa language to her students. She continued her academic pursuits, earning an Associate of Arts degree in early childhood education from Fort Berthold Community College in 1999. Her commitment to lifelong learning culminated in a Bachelor of Science degree from the University of North Dakota in 2000. She also embarked on a Master’s degree in elementary education from UND, further demonstrating her commitment to professional development and excellence in teaching.
Martha and Fritz Birdbear’s family has expanded to include five grandchildren, ranging in age from two to nine years old. The presence of these young ones has undoubtedly reinforced her commitment to language preservation, inspiring her to create a future where the Hidatsa language thrives for generations to come. Alongside these grandchildren, she undoubtedly has many other relatives and family members that she holds dear.
A pivotal aspect of Martha Birdbear’s story is her personal experience with language acquisition. Hidatsa was her first language, the language of her home and community. English was introduced later, in the second or third grade, when she began attending school. This late introduction to English presented challenges, leading her to feel labeled as a "slow learner" due to her initial difficulties in understanding and speaking the language. This experience deeply impacted her, fostering a sense of empathy for students who struggle with language barriers. Even today, she expresses a preference for speaking Hidatsa, feeling more comfortable and natural in her native tongue. This profound connection to the Hidatsa language underscores her dedication to its preservation.
Her journey to becoming a language teacher began with a direct invitation from the school in Mandaree. Recognizing her fluency in Hidatsa, they asked her to teach the language to the students. Initially, she approached the task with a sense of confidence, believing that her fluency would make it relatively easy. However, she quickly realized the depth and complexity of language education. This realization prompted her to enroll in classes at the community college, working towards her Associate of Arts degree in Early Childhood. The more she learned, the more passionate she became about teaching and helping to preserve the Hidatsa language. This initial experience transformed into a life calling.
Despite her deep connection to the Hidatsa language, its use within her household has diminished over time. She primarily speaks Hidatsa to her grandchildren, driven by her children’s desire for their offspring to learn the language. This reflects a generational shift in language use, a common challenge faced by many indigenous communities. Her children expressed regret that they were not taught Hidatsa, highlighting the growing awareness of the importance of language in cultural identity.
Martha’s decision not to teach her children Hidatsa stemmed from a desire to shield them from the difficulties she and her husband, Fritz, experienced due to their limited English proficiency. Fritz faced punishment at boarding school for not speaking English, while Martha struggled in school due to the language barrier. They believed that speaking only English to their children would prevent them from facing similar challenges. However, with the benefit of hindsight, Martha now regrets this decision. She actively tries to rectify this by teaching her grandchildren Hidatsa, seizing every opportunity to immerse them in the language.
Looking ahead, Martha envisions a collaborative effort among fluent Hidatsa speakers to teach the youth. However, she acknowledges the challenges posed by behavioral issues in the classroom, such as a lack of respect for teachers and authority. She emphasizes the crucial role of parents in addressing these issues and becoming more involved in their children’s education. This underscores the importance of community involvement in language revitalization efforts.
To further the cause of preserving the Hidatsa language, Martha dreams of creating an immersive daycare-like environment for young children, from one year old to kindergarten age. This immersive setting would completely surround the children with the Hidatsa language, encouraging them to start speaking it naturally. This vision reflects her belief that early exposure to the language is crucial for developing fluency and a deep connection to the culture.
Martha recognizes the importance of converting the Hidatsa language into a written form as a means of preservation. However, she stresses the need for audio accompaniment, such as tapes or CDs, to ensure accurate pronunciation. She fears that relying solely on written text could lead to mispronunciations and alterations in the language over time. Her personal experience with the written form of Hidatsa began when she started teaching. Initially hesitant, she gained confidence after learning that other teachers were using written materials. She sometimes writes down words phonetically, using English letters to capture the sounds of the language, and encourages her students to do the same, while emphasizing the importance of correct pronunciation. Martha (Yellow Wolf) Birdbear understands the nuances of her language and the need to preserve it authentically.
She acknowledges the older generations’ observation that the sound of the Hidatsa language has changed over time. She has noticed variations in the pronunciation of certain words, particularly since she began teaching and encountering the written form of the language. She recalls instances where people have pointed out discrepancies between the written lessons she taught and the traditional spoken form of the language. This highlights the dynamic nature of language and the challenges of capturing its nuances in written form.
Martha (Yellow Wolf) Birdbear emphasizes the paramount importance of language learning for today’s youth. She believes that language is inextricably linked to culture and that a lack of language proficiency leads to cultural disconnect. She notes that traditional values, such as respect for all things and a sense of gratitude, are not as deeply instilled in Native youth today as they were in her childhood. Language is key to understanding the culture.
Her advice to young people who want to learn the language and culture is to get involved and seek out as much information as possible. She encourages them to read books, visit museums, and ask questions of their parents, grandparents, teachers, elders, and anyone else who possesses knowledge of the language and culture. She emphasizes the importance of learning from those who hold the key to ancestral wisdom. Martha (Yellow Wolf) Birdbear has dedicated her life to preserving her language.
In conclusion, Martha (Yellow Wolf) Birdbear’s story is a testament to the power of language as a vehicle for cultural preservation. Her personal experiences, educational journey, and unwavering commitment to teaching have made her a vital figure in the Hidatsa community. Her vision for the future, centered on early language immersion and community collaboration, offers a hopeful path towards ensuring the survival of the Hidatsa language for generations to come. Her work serves as an inspiration to all those who are dedicated to preserving and revitalizing indigenous languages around the world.
