Below is a list of articles that analyze American Indian language revitalization efforts in the form of immersion programs, language revitalization models, learning via digital formats, and literacy practices.
*Note: the sources that follow are organized based on regional coverage of American Indian tribes rather than alphabetically.
This analysis of the success of Hawaiian language revitalization models offers insight as to why replication and extension of this model in Native America has not been as successful. Drawing on historical and socio-cultural contexts of Hawaii, Cowell identifies factors that have aided Hawaiian language revival efforts, however, he recognizes these efforts as complementary to the overarching theme of identity reformulation. This article seeks to address the disparities between Hawaiian and Native American indigenous communities in order to aid future research on the development of more successful models. Access requires institutional or personal subscription.
In 1997, the Sealaska Heritage Institute (SHI) appointed language restoration as a top priority in education, language, and culture programs for the native communities in southeast Alaska. Initially geared towards reviving the Tlingit language, SHI has made significant headway through the allocation of resources and funds to support Haida language revitalization efforts throughout the years such as master-apprentice programs, immersion retreats, language workshops, and teacher training. Examining language revival efforts going back as far as the 1970s, Breinig traces the history of several programs and highlights areas in which success has been found, imitated, and augmented to better serve present-day members of native Alaskan communities. Access requires institutional or personal subscription.
Hermes and King identify areas of language revitalization that employ learning through multimedia technologies within the family sphere that build on culture and identity revitalization. This study focuses on the roles of families and children in language revival at home and on extended networks; the two families in this analysis aid in the promotion of meaningful social interactions with language in the technology sphere. The findings in this article support research for augmenting applications and software in order to reinforce the positive attributes of informal language learning in digital spaces. Access requires institutional or personal subscription.
The creation of the Cochiti immersion program in 1996 was a direct result of a survey amongst the members of the Cochiti Pueblo tribe and revealed underdeveloped language literacies with members as young as thirty-five. The wild success of this language immersion program was recognized after the only second week of its inauguration and has steadily grown over the years. The effects of these programs are not only evident in the scope of language, but also the behaviours of children within the community. Johnansen acknowledges the intrinsic relationship between language and culture and when thrives the other follows suit. Access requires institutional or personal subscription.
This article discusses the crucial role of Native Language Teachers (NLTs) in education and language revitalization programs and the challenges they face in New Mexico Pueblo communities. Providing their perspectives across four different school programs through personal narratives and ethnographic interviews, Suina examines the trajectory of these teachers in their respective communities and the programs they are fore fronting. This is a detailed account of the responsibilities NLTs have to their community rather than state-mandated curricula. Access requires institutional or personal subscription.
The development of language revitalization programs in “language hotspot,” Oklahoma, are reflected on after twenty years of being in action. Particular attention is paid to youth and young adults as they take on positions of leadership in many of the programs. With the foundation of events such as the Oklahoma Native American Youth Language Fair, children and adolescents are given opportunities to advocate the importance of their role in revitalization and language diversity. Initially concerned with issues such as isolation, denial, and lack of interest, these tribes are now forced to contend with the challenge of finding teachers to maintain these language revival initiatives. Access requires institutional or personal subscription.
Tsalagi Ageyui, “Our Beloved Cherokee,” is a preschool immersion program developed by the Cherokee Nation. This case study of a grassroots-based reversal language shift (RLS) program highlights the strong likelihood of Cherokee language transmission across all aspects of social interaction (i.e. home, school, and community) starting with the youngest generations of community members. Peter’s approach incorporates perspectives from several groups of stakeholders — leaders of the Cherokee Nation, educators, and parents of the participants in Tsalagi Ageyui. Access requires institutional or personal subscription.
The Otoe-Missouri Language Project is a tribal-based language revitalization initiative relies on employing literacy as the primary method of combating language loss. Due to the loss of native Chiwere speakers, there has been a shift towards referring to written sources as modes of instruction rather than oral pedagogies. This article is particularly notable for its acknowledgement of the role missionaries played “civilizing” Chiwere speakers and finding ways to reconcile colonial policies with measures to revitalize languages. Access requires institutional or personal subscription.