Revitalizing indigenous languages through indigenous immersion education

Hermes, Mary; Kawai‘ae‘a, Keiki

doi:10.1075/jicb.2.2.10her

Cited by 16 publications

(4 citation statements)

References 30 publications

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“…All who are involved in cultivating Indigenous languages are likely to encounter the effects of historical trauma in our work (Hermes & Kawai'ae'a, 2014). For Indigenous language educators, how we address historical trauma in our language cultivation may be one of the most critical factors affecting our potential to cultivate and maintain the wellness we seek and new generations of speakers of our languages.…”

Section: Supporting Healing In Indigenous Language Cultivation Pedagogymentioning

confidence: 99%

Addressing historical trauma and healing in Indigenous language cultivation and revitalization

McKenzie

2022

Ann Rev Appl Linguist

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This paper demonstrates that historical trauma, healing, and wellbeing require attention in Indigenous language cultivation and revitalization. While historical trauma affects Indigenous peoples across the spectrum of language knowledge and use, little is written about the ways it can be addressed in the teaching, learning, and development—the cultivation—of Indigenous languages. For Indigenous language educators, how we address historical trauma in our language cultivation may be one of the most critical factors affecting our potential to cultivate the wellness we seek, and new generations of speakers of our languages. Drawing on a Diné (Navajo) lens and voices from other Indigenous communities, this article focuses on historical trauma, healing, and wellbeing as important considerations in Indigenous language cultivation and revitalization, to which applied linguists, Indigenous peoples, and others interested in Indigenous language revitalization and Indigenous wellbeing should pay attention. It argues that many of the most appropriate approaches can and will come from within our own Indigenous ways of knowing and healing, and that sharing more work of this kind can strengthen cultivation and revitalization efforts. It provides recommendations for applied linguistics and allied fields, educational, governmental and other resource holders, and Indigenous communities, programs, language cultivators and revitalizers.

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Section: Supporting Healing In Indigenous Language Cultivation Pedagogymentioning

confidence: 99%

Addressing historical trauma and healing in Indigenous language cultivation and revitalization

McKenzie

2022

Ann Rev Appl Linguist

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“…I report examples of these in a storied manner that is reflective of our conversations to maintain the integrity of the participants’ insights and knowledge (Kovach, 2009 , 2010 ). As Hermes & Kawai’ae’a ( 2014 ) point out, “the data are in the stories” (p. 304).…”

Section: Discussionmentioning

confidence: 99%

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

Meighan

2023

Lang Policy

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Language planning and policy (LPP), as a field of research, emerged to solve the “problem” of multilingualism in newly independent nation-states. LPP’s principal emphasis was the reproduction of one-state, one-language policies. Indigenous languages were systematically erased through top-down, colonial medium-of-instruction policies, such as in Canadian residential schools. To this day, ideologies and policies still privilege dominant classes and languages at the expense of Indigenous and minoritized groups and languages. To prevent further erasure and marginalization, work is required at multiple levels. There is growing consensus that top-down, government-led LPP must occur alongside community-led, bottom-up LPP. One shared and common goal for Indigenous language reclamation and revitalization initiatives across the globe is to promote intergenerational language transmission in the home, the community, and beyond. The affordances of digital and online technologies are also being explored to foster more self-determined virtual communities of practice. Following an Indigenous research paradigm, this paper introduces the TEK-nology (Traditional Ecological Knowledge [TEK] and technology) pilot project in the Canadian context. TEK-nology is an immersive, community-led, and technology-enabled Indigenous language acquisition approach to support Anishinaabemowin language revitalization and reclamation. The TEK-nology pilot project is an example of bottom-up, community-based language planning (CBLP) where Indigenous community members are the language-related decision-makers. This paper demonstrates that Indigenous-led, praxis-driven CBLP, using TEK-nology, can support Anishinaabemowin language revitalization and reclamation and more equitable, self-determined LPP. The CBLP TEK-nology project has implications for status and acquisition language planning; culturally responsive LPP methodologies; and federal, provincial, territorial, and family language policy.

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“…I'd be totally ne with it, and if it's something that I could still assess and know that they've learned and mastered the content, then by all means, like if there's a system that works, then let's use the system (Kristina, Field Notes, April 8, 2021). Kristina's statements (e.g., culturally responsive education; culture wall; having kids share their stories; their life experiences; kids in the classroom speaking their native language; I never cared if they spoke Spanish; totally ne with having multiple languages; let's use the system) connect well with the home language and home culture support strategies mentioned by Lee and Buxton (2013), the comparison method of Reid (2015), the language immersion strategies of Hermes (2007), the translanguaging methods by Leonet, Cenoz and Gorter (2017), and the code-meshing strategy described by Lee and…”

Section: Strategies For Building Intercultural Competence In Science ...mentioning

confidence: 98%

A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: a narrative study

Ganesan,

Morales

2024

Cult Stud of Sci Educ

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Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering discourse and building intercultural competence among students is a common blind spot in teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger study, this narrative inquiry explores the phenomenon of intercultural competence development through the lived experiences of a Midwestern secondary science teacher. Time-series data were collected from the participant (11 semi-structured, in-depth, online interviews over eight months). Field notes and artifacts served as secondary data.Informed by Michael Byram's Multidimensional Model of Intercultural Competence, interviews were designed, conducted, transcribed, and member-checked. Then, transcripts, eld notes, and artifacts were coded and analyzed using Jean Clandinin and Michael Connelly's three-dimensional narrative inquiry framework to arrive at synthesized stories of experience around coalescing themes. The ndings revealed the participant utilized several strategies aimed at developing intercultural communicative competence, particularly in support of multilingual students. This paper focuses on the four themes that relate most directly to intercultural communicative competence development. The ndings and implications are discussed within the context of Byram's model and conclusions are drawn to inform current and future work in this area. Identi cation Of The Research ProblemLiving in the 21 st century means living in a globalizing world where borders continuously shift and dissolve, cultures merge, and international relations become the basis for a well-functioning tomorrow.Living in this era of globalization requires all individuals to have more diverse competencies and requires the educational system to focus on teaching students the skills necessary for successfully mastering the demands of this new and ever-changing world (Schenker 2012). Equity literacy (Gorski 2016) and the ability to communicate across differences (LeBaron 2003) have become increasingly important as we all work to navigate current and enduring racial tensions and the impacts of a global health crisis. Such skills serve as tools to help us to overcome prejudice, discrimination, and misunderstandings between people of different cultural backgrounds (Reid 2015). Additionally, increased globalization of the world economy, growth in human migration in the 21st century, and rapid developments in science and technology have required people across disciplines to develop their competence in intercultural communication as well as their appreciation for and understanding of diverse cultures and languages (Huang 2014). Teachers play ...

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Revitalizing indigenous languages through indigenous immersion education

Cited by 16 publications

References 30 publications

Addressing historical trauma and healing in Indigenous language cultivation and revitalization

Addressing historical trauma and healing in Indigenous language cultivation and revitalization

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: a narrative study

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