Why Is This So Hard?: Ideologies of Endangerment, Passive Language Learning Approaches, and Ojibwe in the United States

King, Kendall A.; Hermes, Mary

doi:10.1080/15348458.2014.939029

Cited by 60 publications

(25 citation statements)

References 36 publications

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“…While it has been long since understood that there is no "one way" to effectively teach or learn a language (Kumaravadivelu, 2006), the fact is that many First Peoples 4 have not had the opportunity to learn how to teach their languages effectively due to a lack of exposure to relevant and accessible theoretical knowledge and practical skills of second language learning. Although both SLA and ILR are currently contributing to this research agenda, King and Hermes (2014) explain there remains a frequent "mismatch between the expectations and the realities of language teaching" (p. 269) for many communities focused on ILR. For example, many Indigenous communities in Canada and in the US teach languages as a subject or in a community classroom setting for a few hours a week with the expectation or hope of creating new speakers of the language (McIvor & Anisman, 2018).…”

Section: Indigenous Languages Historymentioning

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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Section: Indigenous Languages Historymentioning

confidence: 99%

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

McIvor

2020

Ann Rev Appl Linguist

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“…In this section we first review literature on Indigenous language revitalization, which considers historical factors that led to the current state of Indigenous languages. Second, we compare three main approaches to Indigenous language teaching and learning methods (King & Hermes, 2014).…”

Section: Theoretical Perspectives On Indigenous Languagesmentioning

confidence: 99%

“…Drawn from years of personal IL instructional experience, King and Hermes (2014) describe the three main approaches to Indigenous language learning as: immersion or submersion; book learning; and, performance. Immersion or submersion relies on observation and engagement with proficient language speakers who share "informal narratives" or "conduct ceremonies" (p. 272).…”

Section: Indigenous Language Instructionmentioning

confidence: 99%

“…Scholars most often cite immersion programs as the most effective method of language instruction (Blair & Fredeen, 2009;Greymorning, 2011;Hinton, 2001;McIvor & Parker, 2016). The most often used approach to language learning is book learning, which King & Hermes (2014) have described as a method that relies on "decontextualized vocabulary practice (e.g., flashcards), set phrases, and memorization of verb paradigms" (p. 273). It is understandable why this approach is used most often in schools as it fits into the subject-based approach of school programming and learning.…”

Section: Indigenous Language Instructionmentioning

confidence: 99%

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Imagining University/Community Collaborations as Third Spaces to Support Indigenous Language Revitalization

Desmoulins

Oskineegish²,

Jaggard³

2019

L & L

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This paper explores the development of language instruction programs in universities to support Indigenous language revitalization. Eleven Indigenous educators shared rich insights through interviews. Their visions called for language learning that is functional, inseparable from land-based learning, and within multigenerational learning environments led by Elders. Building on these visions, the authors imagined a third space—an Indigenous-led, in-between space—to discuss the potentialities for universities and local communities to come together. The discussion offers strategies for a third space where universities support language revitalization in communities through co-programming, community-based courses in functional, immersive settings guided by Elders, and an online site for additional supports.

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“…Despite the importance of Indigenous adults being successful in their language learning, very few programs for adult Indigenous language acquisition have been documented to date, and most documentation has been limited to short case studies (King & Hermes, 2014;McIvor, 2015;Rātima & Papesch, 2014;Sarivaara, Uusiautti, & Määttä, 2013). The NEȾOLṈEW̱ research project aims to contribute to our understanding of available methods for adult Indigenous language learners and identify successful strategies of language learning for this group.…”

Section: Introductionmentioning

confidence: 99%

An Exploration of the Effects of Mentor-Apprentice Programs on Mentors' and Apprentices' Wellbeing

Jenni¹,

Anisman²,

McIvor³

et al. 2017

IJIH

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Increasingly, adult Indigenous language learners are being identified as the "missing generation" of learners who hold great potential to contribute to the revival of Indigenous languages by acting as the middle ground between Elders, children, and youth within their communities. Our research project NEȾOLṈEW̱ "one mind, one people" studied adult Indigenous language learning through the popular Mentor-Apprentice Program method. Over a 2-year period, our team conducted interviews and focus groups with participants involved in a Mentor-Apprentice type program in British Columbia, Canada. While our primary interest was to document the successes and challenges of the Mentor-Apprentice Program method for adult Indigenous language learning, we also included interview questions that gave participants an opportunity to share how participating in such a program affected them. During data analysis, we noticed repeating comments from participants about how their involvement with a Mentor-Apprentice Program impacted their own and their community's wellbeing; 6 exploratory themes were identified. Although studies have reported protective effects of Indigenous language use on health, health-related outcomes of language revitalization efforts remain underexplored. In addition to discussing the exploratory themes that arose from the study, our paper also proposes that these themes can inform future research in investigating the links between language revitalization and wellbeing.

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Why Is This So Hard?: Ideologies of Endangerment, Passive Language Learning Approaches, and Ojibwe in the United States

Cited by 60 publications

References 36 publications

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

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

Imagining University/Community Collaborations as Third Spaces to Support Indigenous Language Revitalization

An Exploration of the Effects of Mentor-Apprentice Programs on Mentors' and Apprentices' Wellbeing

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