In Executive Order 01/17/02A, authorizing interdepartmental agreements for participants in the 12-day "Immersion Experience", President Swallow noted "that according to Joshua Fishman’s Eight-Stage Planning Theory to Strengthen Local Languages, the Ho-Chunk Language is approaching the eighth stage prior to extinction of the language." The Ho-Chunk language is unique, yet it shares a bond with other languages. All over the world languages are dying, often because the passing of elders leaves no knowledgeable speakers capable of teaching the language to others.

While there are currently about 6,000 languages spoken in the world, it is estimated that half of these languages are dying out. Many have only a few speakers. About 45 percent of all the people in the world speak at least one of five main languages: English, Spanish, Russian, Hindi or Mandarian Chinese. About 100 languages are spoken by 95 percent of the world’s people, leading to conclusions that the other 5900 languages are being threatened.

When President Swallow wrote that the Ho-Chunk language is approaching Stage Eight, the last Stage prior to extinction, some may read this and wonder what the other seven stages are. Knowing the stages may help tribal members recognize the urgency of the problem and help them decide to what stage they would like to see the language redevelop within tribal communities.

Fishman, a leading sociolinguist, considered an expert on endangered languages, believes that schools can have only a limited role in keeping languages alive. He believes that intergenerational transmission of the language in the home from parents to young children is the key to keeping indigenous languages alive. Schools he states, can only play the role of supporting or not supporting the efforts of parents and communities. In 1991 he introduced his Eight Stages of Language Loss, with Stage Eight being the closest to extinction and Stage One being the closest to dynamic survival.

At Stage Eight only a few elders speak the language. Because there are younger speakers of the Ho-Chunk language, the language is not yet at this stage. However it is important that those able to speak the language have their words recorded using media not subject to degradation over time, such as videotapes. Written transcripts should include the use of the phonetic alphabet to catch the nuances of the language. Ho-Chunk Language Division Linguist Richard Mann stresses that it is important to have speakers able to pronounce the written word correctly.

At Stage Seven only adults beyond the child-bearing age speak the language. These adults are encouraged to form "Language Nests", teaching other adults and children the language in a non-academic setting. Classes similar to the Nation’s 12-day "Immersion Experience" are also recommended. Classes where participants volunteer not to speak English are also encouraged.

At Stage Six there is some integrated use of the language. People speak the language, not only at home, but at community events, schools and churches. Children are encouraged to speak the language through their teenage years, giving them the knowledge to pass it on to younger generations.

At Stage Five the language is alive and used regularly in the community. Children are reminded that speaking the language is important (it’s part of their heritage), and are given important projects and activities to be conducted in their indigenous language.

According to Fishman moving a language to Stage Five in the minimal requirement to keep it alive. He notes that this effort does not require the cooperation of the dominant English speaking community. Linguists believe that those teaching the language need to be patient and understand the need to repeat words in phrases and conversation. Teachers are encouraged to use gestures, objects and actions to teach difficult words or phrases and to avoid English, even to translate.

In Stages One to Four the language is strong. It is being used in schools, meetings and tribal government operations. While some of these stages may seem unrealistic or light-years away, it is important to remember that the tribal membership will determine to what step they want to take the Ho-Chunk language and how much work and effort they are willing to put forth to get there.

At Stage Four the minority language is required in elementary schools. Rather than being taught as a second language, other subjects are taught in the indigenous language.

At Stage Three the language is used in places of business and by employees in less specialized work areas. Some believe that the language used in the work environment would later be transferred to the home, as parents sought economic opportunity for their children.

At Stage Two the language is used by tribal government services and the media in the minority community. Some have the opinion that if tribal government officials used the language while conducting business, it would add prestige to the language and encourage others to learn it.

At Stage One higher levels of tribal government and education feature the language. Tribal meetings and tribal schools feature the indigenous language.

Special thanks to Jon Reyhner of Northern Arizona University for allowing his website to be the source of much of the information used in this article.