Abstract
As globalization and colonial legacies continue to impact multilingual practices, the actionable need for bi/multilingual education has become increasingly critical (Chew et al., 2019; Wang, 2023). This conversation explores the complexities and dynamics in Indigenous language revitalization through an in-depth interview with Dr. Vanessa Anthony-Stevens, a dedicated educator and researcher operating at the intersection of language, identity, and power in Indigenous educational contexts. Inspired by her teaching, research, and diverse community-driven experiences, Dr. Anthony-Stevens addresses the transformative potential of multilingual education and emphasizes the significance of reimagining multilingualism to honor Indigenous knowledge (Smith, 2021; Smith et al., 2018). Through her reflections on her lived experiences and engagement with innovative projects, she illustrates the challenges, possibilities, and opportunities for flourishing bi/multilingual immersion and acquisition. Ultimately, our dialogue challenges “language status that is colonial, imperial, and oppressive,” and invites families, teachers, researchers, and policymakers to collaborate in bringing multilingualism to pedagogies and policy. This interview was conducted in person in Dr. Anthony-Stevens’ office at the University of Idaho.