From documenting to revitalizing an endangered language: where do applied linguists fit?

Penfield, Susan; Tucker, Benjamin V.

doi:10.1080/09500782.2011.577219

Cited by 61 publications

(11 citation statements)

References 11 publications

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“…Jessie is working with the Wampanoag people on multiple projects of language and cultural revitalization. In 2010, she received the MacArthur 'genius' Award for her tremendous contributions to language revitalization (see also Penfield and Tucker 2011). along with 30-some linguistics graduate students and faculty who serve as mentors.…”

Section: Two Success Storiesmentioning

confidence: 99%

“…For many communities involved in language revitalization, there are few programs or experts who can help them develop workable methods of second language teaching and learning. And in fact, the ways in which languages are taught in the classroom do not generally fulfill the needs of language revitalization (Penfield and Tucker 2011). To a large extent, the models, methods and materials for second language teaching and learning are developed by bootstrap strategies within revitalization programs.…”

Section: Second Language Teaching and Endangered Languagesmentioning

confidence: 99%

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Language revitalization and language pedagogy: new teaching and learning strategies

Hinton

2011

Language and Education

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Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization. The teaching of 'foreign languages', 'majority languages', 'heritage languages' and endangered languages is compared in this paper. Because of the paucity of language teaching resources for endangered languages, and especially because of the special goals of learning for language revitalization, individuals and communities and the professionals who work with them are developing novel ways of teaching and learning their ancestral language, to meet the goals of language learners and their communities.

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Section: Two Success Storiesmentioning

confidence: 99%

Section: Second Language Teaching and Endangered Languagesmentioning

confidence: 99%

Language revitalization and language pedagogy: new teaching and learning strategies

Hinton

2011

Language and Education

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“…Language documentation does not always produce accessible, usable materials for new learners or beginning speakers and rather uses valuable elder-speaker time and energy. To resolve these dilemmas, Penfield and Tucker (2011) call for greater collaboration between applied linguists and Indigenous community members and a retooling of skill sets, such that second language pedagogy is effectively linked to community-driven revitalization goals.…”

Section: Problems and Difficultiesmentioning

confidence: 99%

Indigenous Bilingual and Revitalization-Immersion Education in Canada and the USA

McIvor

McCarty

2017

Bilingual and Multilingual Education

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“…(p. 120)Explaining these differences are important steps toward building a bridge across the two fields of study. While recognizing “a striking shortage of applied linguists in the field of endangered languages,” Penfield and Tucker (2011, p. 292) believe applied linguistics can be part of a multidisciplinary approach to answering the practical problems presented to learners and speakers of Indigenous languages. McIvor & McCarty (2016) promisingly believe that this has already begun in stating, “[a]s Indigenous language reclamation has grown as both a grassroots movement and a scholarly discipline, greater attention is being paid to the reciprocal contributions of the field of second language acquisition” (p. 12).…”

Section: Introductionmentioning

confidence: 99%

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

McIvor

2020

Ann Rev Appl Linguist

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Damages done to Indigenous languages occurred due to colonial forces, some of which continue to this day, and many believe efforts to revive them should involve more than Indigenous peoples alone. Therefore, the need for learning Indigenous languages as “additional” languages is a relatively new societal phenomenon and Indigenous language revitalization (ILR) an emerging academic field of study. As the ILR body of literature has developed, it has become clear that this work does not fit neatly into any single academic discipline. While there have been substantial contributions from linguistics and education, the study and recovery of Indigenous languages are necessarily self-determined and self-governing. Also, due to the unique set of circumstances, contexts, and, therefore, solutions needed, it is argued that this discipline is separate from, yet connected to, others. Applied linguists hold specific knowledge and skills that could be extended to ILR toward great gains. This paper explores current foci within ILR, especially concepts, theories, and areas of study that connect applied linguistics and Indigenous language learning. The intention of this paper is to consider commonalities, differences, current and future interests for shared consideration of the potential of collaborations, and partnerships between applied linguistics and ILR scholars.

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From documenting to revitalizing an endangered language: where do applied linguists fit?

Cited by 61 publications

References 11 publications

Language revitalization and language pedagogy: new teaching and learning strategies

Language revitalization and language pedagogy: new teaching and learning strategies

Indigenous Bilingual and Revitalization-Immersion Education in Canada and the USA

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

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