Patrick Marlow

Patrick Marlow serves as the program director for the Linguistics program.  Patrick Marlow received his Ph.D. in Linguistics in 1997. His interests include Historical Linguistics, Language Policy and Planning, and Language Education. Since coming to Alaska he has been principal investigator or Co-PI on several U.S. Department of Education grants focusing on language education, teacher training and language revitalization, including: Denaqenage' Career Ladder Program (1998-2003; 2001-2006), Yupiit Nakmiin Qaneryaraat (w/Alexie2005-2008), Second Language Acquisition and Teacher Education (w/ Siekmann 2006-2009), and Preparing Teachers of Yup'ik Language and Culture (w/ Siekmann 2008-2011), Computer Assisted Language Learning for Alaska Native Languages (w/ Siekmann & Martelle) 2012-2016.

Selected Publications

Marlow, P. & Siekmann, S. (Eds.) (2013). Communities of Practice: An Alaskan Native Model for Language Teaching and Learning. University of Arizona Press. 

Current Research Projects

Family Bilingualism

Ryan, Siekmann, Marlow

A qualitative multiple case study investigation into the motivations, attitudes and practices of two families successfully raising bilingual children. Activity Systems Analysis is used to investigate the importance of present action as it relates to the past (e.g., ties to family, place) and the future (e.g., children’s choice and agency).

This changes everything! It isn’t sloppy language.
Discourses of English Learner and Dialect in Alaskan K-12 settings

Marlow, Whitehead Martelle, Webster

A qualitative investigation into the efficacy of graduate course work in addressing a deficit orientation to the identification of speakers of Alaskan Regional Englishes. Throughout the course, teachers engaged in linguistic analysis through collaborative discovery learning projects on Alaska Regional Englishes (ARE) with the explicit goals of discovering (a) the linguistic principle that all dialects (including ARE) are equally valid, rule governed and expressive, (b) the harmful effects of the commonly expressed belief that students “don’t have either language”, and (c) the privileged nature of Standardized American English (SAE) in school-based curricula.