Denver Classroom Teachers’ Association (DCTA) member and middle school social studies teacher Sophia Bagola is a proud member of the Lakota and Sioux tribes. For the past six years, Sophia has taught students from a variety of backgrounds the Lakota language. While she has only been teaching formally for a short time, she has spent years studying the Lakota language and continues to learn, seek guidance, and grow.
To deepen her understanding, she works closely with elders in her community. For her, maintaining a relationship with them has always been essential; they are her source of knowledge, wisdom, and confirmation when it comes to the finer nuances of the language. This connection provides her not only with linguistic clarity but also a profound sense of cultural responsibility. When she encounters a question or uncertainty about a word or phrase, she consults these elders, valuing their insights above all else.
Her role as a language teacher feels like a dream come true. She often reflects on the privilege of being paid to learn, share, and explore her language—a language she didn’t grow up speaking fluently. “I have grandmas who speak fluently, so I would ask my grandma questions about words and she would translate them for me,” she explained. Teaching offers her a unique opportunity: the more she teaches, the more she learns. In addition to learning through family, she also takes language courses at Red Cloud High school, and immersion school in South Dakota. Sophie appreciates the program at Red Cloud, particularly the Lakota Language Bowl which allows students to show off their Lakota language skills. This deep, reciprocal learning process has made her classroom more than a space for language instruction; it has become a sanctuary of cultural preservation and exploration.
For Sophia, teaching language is both a job and a mission. She compares the process of learning an Indigenous language to any person learning Italian or French; it requires passion, respect, and curiosity. She shares with her students that the language they are learning contains ancient words and ideas that hold the history and soul of their community. This connection makes the experience deeply meaningful, not only for her students but also for herself.
It’s an ancient language that has power behind it. Learning the language is a way for students to connect with the Earth.
Currently, she is preparing her seniors for an important milestone: the Seal of Biliteracy. Rather than facing a conventional test, her students will complete a portfolio that includes an essay and a spoken component to demonstrate their proficiency. This portfolio offers a more personalized and meaningful way to showcase their language skills, and it may well mark the first time a class at their school receives this certification. For these seniors, who have dedicated years to this class, it feels like an achievement they truly deserve.
Through it all, she remains committed to making her class both challenging and enjoyable. She believes that learning should be engaging, and she works hard to bring the language to life with creativity and care. Her goal is to ensure that, by the end of the year, her students not only speak the language but also feel a part of the cultural movement it represents. For this teacher, that’s what it means to truly succeed.
Integrating Indigenous and Diverse Histories into Year-Round Curriculum
Many educators feel that dedicating a single month to American Indian and Indigenous history is simply not enough to honor these rich cultures and complex histories. Ideally, the stories, contributions, and experiences would be included throughout the curriculum on a year-round basis. This approach could ensure that diverse perspectives are consistently highlighted across various subjects and grade levels, rather than restricted to specific subjects. 
For Sophia, including Indigenous and diverse histories directly aligns with celebrating cultures in a school setting. She specifically touches on how her school celebrated Indigenous Peoples Day. This past year, the school hosted a range of workshops, each offering something unique to enhance students’ understanding. Workshops covered various topics, such as learning about the significance of Indigenous drumming and experiencing Aztec dancers up close. This interactive approach allowed students not only to observe but to gain a respectful glimpse into Indigenous customs and practices. She proudly boasts that her own daughter performed a Jingle dress dance during the celebration. She shared that she hopes to expand the program in future years, increasing engagement with students and community partners.
I’d love to do a big, whole-school roundup outside in the morning. Instead of the students just watching the dancers, they can join in and dance themselves.