Wyman / McCarty / Nicholas Indigenous Youth and Multilingualism

Language Identity, Ideology, and Practice in Dynamic Cultural Worlds
Erscheinungsjahr 2013
ISBN: 978-1-136-32730-8
Verlag: Taylor & Francis
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 256 Seiten

Bridging the fields of youth studies and language planning and policy, this book takes a close, nuanced look at Indigenous youth bi/multilingualism across diverse cultural and linguistic settings, drawing out comparisons, contrasts, and important implications for language planning and policy and for projects designed to curtail language loss. Indigenous and non-Indigenous scholars with longstanding ties to language planning efforts in diverse Indigenous communities examine language policy and planning as de facto and de jure – as covert and overt, bottom-up and top-down. This approach illuminates crosscutting themes of language identity and ideology, cultural conflict, and linguistic human rights as youth negotiate these issues within rapidly changing sociolinguistic contexts. A distinctive feature of the book is its chapters and commentaries by Indigenous scholars writing about their own communities.

This landmark volume stands alone in offering a look at diverse Indigenous youth in multiple endangered language communities, new theoretical, empirical, and methodological insights, and lessons for intergenerational language planning in dynamic sociocultural contexts.

Autoren/Hrsg.

Wyman, Leisy T.

McCarty, Teresa L.

Nicholas, Sheilah E.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Foreword, Leanne Hinton Preface, Acknowledgements 1. Introduction: Beyond Endangerment: Language and Languaging in the Lives of Indigenous Youth Leisy T. Wyman, Teresa L. McCarty, and Sheilah E. Nicholas 2. Genealogies of Language Loss and Recovery: Indigenous Youth Language Practices and Cultural Continuance Teresa L. McCarty, Mary Eunice Romero-Little, Larisa Warhol, and Ofelia Zepeda 3. Just Keep Expanding Outwards: Embodied Space as Cultural Critique in the Life and Work of a Navajo Hip Hop Artist Brendan H. O’Connor and Gilbert Brown 4. Being" Hopi by "Living" Hopi: Redefining and Reasserting Cultural and Linguistic Identity: Emergent Hopi Youth Ideologies Sheilah E. Nicholas 5. Youth Linguistic Survivance in Transforming Settings: A Yup’ik Example Leisy T. Wyman 6. "I Didn’t Know You Knew Mexicano!": Shifting Ideologies, Identities, and Ambivalence among Former Youth in Tlaxcala, Mexico Jacqueline Messing 7. Critical Language Awareness among Native Youth in New Mexico Tiffany S. Lee 8. Igniting a Youth Language Movement: Inuit Youth as Agents of Circumpolar Language Planning Shelley R. Tulloch 9. Efforts of the Ree-volution: Revitalizing Arikara Language in an Endangered Language Context Kuunux Teerit Kroupa 10. Commentary: A Native Hawaiian Perspective on Indigenous Youth and Bilingualism William H. Wilson and Kauanoe Kamanä 11. Commentary: Indigenous Youth Bilingualism from a Yup’k Perspective Walkie Charles 12. Commentary: En/countering Indigenous Bi/Multilingualism Ofelia García

Über Autor(innen)

Leisy T. Wyman is Associate Professor in the Language, Reading and Culture Program, and affiliate faculty in the American Indian Studies and Second Language Acquisition and Teaching Programs at the University of Arizona, USA.

Teresa L. McCarty is the George F. Kneller Chair in Education and Anthropology at the University of California, Los Angeles, and Alice Wiley Snell Professor Emerita of Education Policy Studies at Arizona State University, USA.

Sheilah E. Nicholas (Hopi) is Assistant Professor in the Language, Reading, and Culture Program, and affiliate faculty in the American Indian Studies and Second Language Acquisition and Teaching Programs at the University of Arizona, USA.