A World of Indigenous Languages

Politics, Pedagogies and Prospects for Language Reclamation
Erscheinungsjahr 2019
ISBN: 978-1-78892-306-4
Verlag: Multilingual Matters

Buch, Englisch, 240 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 558 g

Spanning Indigenous settings in Africa, the Americas, Aotearoa/New Zealand, Australia, Central Asia and the Nordic countries, this book examines the multifaceted language reclamation work underway by Indigenous peoples throughout the world. Exploring political, historical, ideological, and pedagogical issues, the book foregrounds the decolonizing aims of contemporary Indigenous language movements inside and outside of schools. Many authors explore language reclamation in their own communities. Together, the authors call for expanded discourses on language planning and policy that embrace Indigenous ways of knowing and forefront grassroots language reclamation efforts as a force for Indigenous sovereignty, social justice, and self-determination. This volume will be of interest to scholars, educators and students in applied linguistics, Ethnic/Indigenous Studies, education, second language acquisition, and comparative-international education, and to a broader audience of language educators, revitalizers and policymakers.

Autoren/Hrsg.

Mccarty, Teresa L.

Nicholas, Sheilah E.

Wigglesworth, Gillian

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein

Inhaltsverzeichnis

Introduction. Teresa L. McCarty, Sheilah E. Nicholas, and Gillian Wigglesworth: A World of Indigenous Languages—Resurgence, Reclamation, Revitalization, and Resilience

Part I—Policies and Politics in Indigenous Language Reclamation

Chapter 1. Barbra A. Meek: Configuring Language(s) and Speakers: Politics of an Aboriginal Ethnolinguistic Identity in the Yukon, Canada

Chapter 2. Nkonko M. Kamwangamalu: Language Policy in Post-Apartheid South Africa—An Evaluation

Part II—Pedagogies and Processes in Indigenous Language Reclamation

Chapter 3. Cath Rau, Waimatao Murphy, and Pem Bird: The Impact of “Culturalcy” in Nga Kura a Iwi Tribal Schools in Aotearoa/NZ: Mo Tatou, Ma Tatou, E Ai Ki a Tatou—For Us, By Us, Our Way

Chapter 4. Serafín M. Coronel-Molina:Media and Technology: Revitalizing Latin American Indigenous Languages in Cyberspace

Chapter 5. Inge Kral and Elizabeth Marrkilyi Ellis: Language Vitality In and Out of School in a Remote Indigenous Australian Context

Chapter 6. Mary Hermes and Kendall A. King:Task-Based Language Learning for Ojibwe: A Case Study of Two Intermediate Adult Language Learners

Chapter 7. Marja-Liisa Olthuis and Ciprian-Virgil Gerstenberger: Strengthening Indigenous Languages through Language Technology: The Case of Aanaar Saami in Finland

Part III—Prospects and Possibilities for Indigenous Language Reclamation

Chapter 8. Sheilah E. Nicholas: Without the Language, How Hopi Are You?: Hopi Cultural and Linguistic Identity Construction in Contemporary Linguistic Ecologies

Chapter 9. Prem Phyak: Transformation from the Bottom Up: Ideological Analysis with Indigenous Youth and Language Policy Justice in Nepal

Chapter 10. Rosalva Mojica Lagunas: Language Key Holders for Mexicano: The Case of an Intergenerational Community in Coatepec de los Costales, Mexico

Über Autor(innen)

Nicholas, Sheilah E.
Sheilah E. Nicholas, Hopisino, is a member of the Hopiit, the Hopi People, who continue to reside on aboriginal lands in the Black Mesa region of now known Arizona.  She is a professor in the Department of Teaching, Learning and Sociocultural Studies and the American Indian Language Development Institute (AILDI) at the University of Arizona (UAZ), Tucson.  Along with colleagues Dr. Teresa McCarty and Dr. Michael Seltzer at UCLA and Dr. Tiffany Lee at UNM, she is the UAZ Co-PI of the Spencer funded national study, “Indigenous-Language Immersion and Native American Student Achievement” which will establish a national database of Indigenous-language immersion (ILI) programs and identify the conditions under which ILI is beneficial as an innovative education practice. This and her research focus on Indigenous/Hopi language maintenance and reclamation, the intersection of language, culture and identity, and Indigenous language teacher education have been published in Journal of Language, Identity & Education, Native Studies Review Journal, and co-edited volume (2019), A World of Indigenous Languages: Politics, Pedagogies, and Prospects for Language Reclamation, Multilingual Matters.  She is an instructor consultant for the Indigenous Language Institute (ILI), Santa Fe, NM, an organization that assists tribal communities in their language revitalization/reclamation efforts.

Wigglesworth, Gillian
Gillian Wigglesworth is Distinguished Professor of Linguistics and Applied Linguistics at the University of Melbourne, Australia and chief investigator in the ARC Centre of Excellence for the Dynamics of Language. Her research interests include the languages of Indigenous children growing up in remote communities in Australia, the complexity of their language ecology, and how these interact with English once they enter the formal school system.

Mccarty, Teresa L.
Teresa L. McCarty is an educational anthropologist and applied linguist who lives and works in the homelands of the Gabrielino-Tongva, Tovaangar. At the University of California, Los Angeles, she is Distinguished Professor and G.F. Kneller Chair in Education and Anthropology, and Faculty in American Indian Studies. A member of the National Academy of Education and a Fellow of the American Educational Research Association and the International Centre for Language Revitalisation, she is the former editor of the American Educational Research Journal and the current coeditor of the Journal of American Indian Education.  Her books include A Place To Be Navajo—Rough Rock and the Struggle for Self-Determination in Indigenous Schooling, “To Remain an Indian”—Lessons in Democracy from a Century of Native American Education (with K.T. Lomawaima), Language Planning and Policy in Native America, Indigenous Youth and Multilingualism (with L.T. Wyman and S.E. Nicholas), Indigenous Language Revitalization in the Americas (with S.M. Coronel-Molina), A World of Indigenous Languages: Politics, Pedagogies, and Prospects for Language Reclamation (with S.E. Nicholas and G. Wigglesworth), and Critical Youth Research in Education—Methodologies of Praxis and Care (with A.I. Ali). She is currently engaged in a multi-university, US-wide study of Indigenous-language immersion schooling funded by the Spencer Foundation.

Teresa L. McCarty is G.F. Kneller Chair in Education and Anthropology and Faculty in American Indian Studies, University of California, Los Angeles, USA. Her research focuses on Indigenous education, language planning and policy, language revitalization/reclamation, critical ethnography, and educational and linguistic anthropology.

Sheilah E. Nicholas is a member of the Hopi Tribe and an Associate Professor in the Department of Teaching, Learning and Sociocultural Studies, and American Indian Studies, University of Arizona, USA. Her research interests include Indigenous/Hopi language reclamation and maintenance, Indigenous language ideologies and epistemologies, the intersection of language, culture and identity, and Indigenous language teacher education.

Gillian Wigglesworth is Distinguished Professor of Linguistics and Applied Linguistics at the University of Melbourne, Australia and chief investigator in the ARC Centre of Excellence for the Dynamics of Language. Her research interests include the languages of Indigenous children growing up in remote communities in Australia, the complexity of their language ecology, and how these interact with English once they enter the formal school system.