To browse Academia. The 25 papers collected in this book represent the thoughts and experiences of indigenous language activists from the United States, Canada, Mexico, and New Zealand, and are grouped in six categories: tribal and school roles, teaching students, teacher education, curriculum and materials development, language attitudes and promotion, and summary thoughts about maintaining and renewing indigenous languages.
What do you do with a classroom full of children who all speak Kunwinjku? The uniqueness of tribal communities notwithstanding, all indigenous peoples in the USA share a history as the targets of federal policies aimed at eradicating their languages and lifeways. The legacy of those policies has been Native language loss and sociocultural dislocation, even as indigenous students have experienced considerable failure in English-only schools.
Here, we argue that indigenous language education must be historically situated and as such, viewed as both an affirmation of self-determination and an act of resistance to linguistic oppression. Drawing on published accounts and first-hand testimony, we present several cases that illustrate the role of indigenous language education programmes in strengthening indigenous languages and promoting indigenous language and education rights.
We conclude with an analysis of the continuing problems these community-based initiatives face, their promise and limitations as agents of language renewal, and their role as catalysts for linguistic self-determination and educational reform. International journal of educational research open, This article addresses the histories of two Indigenous language immersion schools from the perspectives of teachers in the programs.
What does it mean to negotiate our place within the world of traditional stories told by our elders in the hogan and between worlds in the classroom?
