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Senate committee gives due-pass to memorial to review tribal language teacher certification
Summary
The Senate Indian Rural Cultural Affairs Committee voted 5-0 to recommend a due pass for Senate Memorial 9, which asks for a working group to examine implementation and support for tribal "5‑20" language certification agreements and Native language teachers.
The Senate Indian Rural Cultural Affairs Committee on Wednesday voted 5-0 to give a due‑pass recommendation to Senate Memorial 9, which would convene a working group to examine the Native American language and cultural certification program known as the "5‑20" agreements.
Supporters told the committee the memorial aims to address implementation problems that leave Indigenous language teachers without consistent recognition, renewal paths or access to professional development. "We stand in technical support of this memorial, and we believe that it's long overdue," said Dr. Patricia Trujillo, deputy cabinet secretary for the New Mexico Higher Education Department.
The memorial calls for a legislative education study‑committee convened working group to review how 5‑20 tribal‑state agreements operate in practice. Dr. Geneva Vicente, introduced to the committee as the NISN Dine Language and Mentor Apprentice program director, described the 5‑20 pathway as an agreement by which tribes evaluate and certify language teachers and then work with the Public Education Department (PED) to issue licensure for use in public schools.
Several tribal and community witnesses said the memorial is a needed step to preserve Indigenous languages. "Language in Indian country is they're losing it day by day," said James Rivera, a tribal councilman from the Pueblo of Puyahki Inn, arguing that classroom and immersion programs help children use language at home and at school. Andy Nez, a member of the Navajo Nation Council and a former elementary school teacher, said the memorial would help ensure instructors receive resources and recognition they deserve.
Committee members asked whether the memorial—without an appropriation—could change district practices. Supporters and experts said the memorial is meant to raise awareness, identify implementation gaps (including renewal and professional development approval by districts) and recommend policy or administrative fixes rather than impose immediate mandates on local districts. Dr. Vicente told the committee that recurring concerns include district refusal to approve teachers' professional development attendance, inconsistent treatment of language teachers compared with regular classroom teachers, and gaps in curriculum collaboration between tribes and districts.
Senators discussed whether the working group should be formed by LESC (Legislative Education Study Committee) or by statute and whether resulting recommendations should be policy or law. Senator Maestas and others urged a working group with mixed legislative and non‑legislative membership and resources for per diem and staff support.
Action: the committee moved for a due‑pass recommendation on Senate Memorial 9. The motion was seconded by Senator Maestas and carried on a roll call vote: Senator Maestas — yes; Senator Sanchez — yes; Senator Sherrer — yes; Senator Soles — yes; Senator Pinto — yes (5‑0). The committee record shows the memorial asking for convening a working group to address implementation and renewal issues for the 5‑20 agreements.
The committee took the memorial as a starting point for further study; supporters said future work could recommend administrative policy changes or legislation depending on findings and stakeholder input.
