A Language at the Crossroads
The Cherokee language — once spoken across the southeastern United States — is now classified by UNESCO as "severely endangered." The Eastern Band of Cherokee Indians, one of three federally recognized Cherokee tribes based in western North Carolina, is working urgently to reverse this trajectory. In 2019, the Tri-Council of Cherokee tribes declared a state of emergency for the language. The challenge is clear: without qualified teachers who understand both the language and the culture, revitalization efforts cannot reach the next generation.
The Teacher Pipeline Problem
Partner schools — including the New Kituwah Academy (a Cherokee-English immersion school), Cherokee Central Schools, and Graham County Schools — face a persistent shortage of Indigenous teachers. Without Cherokee educators in the classroom, students have limited access to learning their tribe's language in a formal setting, and the number of students being taught Cherokee has been declining steadily.
The cycle: Fewer fluent speakers leads to fewer potential teachers, which leads to fewer students learning the language, which leads to fewer fluent speakers in the next generation. Project TORCH is designed to intervene directly in this cycle by building a sustainable pipeline of qualified EBCI educators.
From Interdisciplinary Spark to Federal Grant
Project TORCH's origins trace back to an unexpected connection. The path from an informal faculty conversation to a $1.5 million federal award illustrates how interdisciplinary collaboration can open doors to transformative work.
An Unlikely Connection
PI Kristin Davin met colleague Alex Dornburg during a NEXUS forum at UNC Charlotte designed to foster interdisciplinary research. Dornburg, a biologist studying species extinction, shared interests that resonated deeply with Davin's work on language extinction and revitalization — the parallels between biodiversity loss and language loss sparked a collaboration.
Ignite Grant & Community Partnership
Davin and Dornburg received a university-based Ignite grant to study Cherokee language revitalization, beginning a year-long collaboration bringing teachers from both inside and outside the EBCI community together for language teaching workshops and a summer STEM camp. This early relationship-building was foundational — establishing the trust between the university and the EBCI community that would make Project TORCH possible.
Cherokee Licensure Program Launches
UNC Charlotte launched an initial teacher licensure program for Cherokee language teachers — believed to be the first of its kind in the United States. A case study of a Cherokee language teacher completing this program was published in the Journal of Teacher Education, providing insights into the unique challenges of Indigenous language teacher preparation.
$1.5M Federal Award
The U.S. Department of Education's Office of Indian Education awarded $1.5 million for Project TORCH — a five-year commitment to recruit, graduate, and support 12 enrolled EBCI members through flexible pathways to North Carolina teaching licensure.
Three Core Goals
Increase Qualified EBCI Teachers
Recruit, graduate, and license 12 enrolled EBCI members to teach in schools serving a high proportion of Cherokee students.
Culturally Responsive Preparation
Prepare teachers to meet the specific cultural, linguistic, and learning needs of Cherokee students through curriculum co-developed with EBCI Elders.
Support Long-Term Retention
Provide two years of post-graduation support — including instructional coaching and EBCI mentorship — to keep teachers in the profession.
Two Pathways to Licensure
Project TORCH offers flexible, primarily online pathways designed around the realities of participants' lives. Grant funding supports the full lifecycle — from recruitment through the first years of teaching.
TA to Teachers
A two-year program for those with an associate degree, leading to North Carolina elementary education licensure. Designed for teaching assistants and community members already working in schools.
Graduate Certificate / M.A.T.
A two-year graduate program leading to K–12 teaching certification in world language education, specifically tailored for Cherokee language instruction.
What makes it different: Summer courses are held in Cherokee, North Carolina, and are co-taught by University faculty and respected EBCI Elders. Monthly in-person cohort meetings — led by Elders — build community support and provide tutoring. The curriculum honors Indigenous ways of knowing rather than imposing Western frameworks.
Full-Cycle Support
Unlike many teacher preparation programs that end at graduation, Project TORCH supports participants from recruitment through their first years in the classroom.
Recruit
Identify and recruit 12 enrolled EBCI members through community outreach
Prepare
Two-year licensure program with culturally grounded curriculum
Place
Partner districts have committed to hiring qualified graduates
Sustain
Two years of coaching, mentoring, and school-based EBCI support
Expected Impact
The 12 new EBCI educators will be specifically prepared to implement Indigenous, culturally responsive teaching practices that integrate Cherokee language, culture, and ways of knowing. These teachers will fill crucial vacancies across partner districts, and their presence as culturally congruent role models is expected to improve academic outcomes and support higher graduation rates for Indigenous youth.
Our role there is not to impress upon the Cherokee Western ways of knowing and learning, but to serve as a conduit through which the Cherokee can earn the state licensures they need for their teachers while making sure we acknowledge, respect and integrate Cherokee values and ways of knowing.
— Kristin J. Davin, Principal InvestigatorRelated Research
Project TORCH is funded by the U.S. Department of Education, Office of Indian Education. UNC Charlotte Cato College of Education.
Read the Full Announcement →