Annotated Bibliography – Page 2 – Reclaiming Our Languages

Reclaiming our languages Annotated Bibliography Download

Here you will find the 50 articles that explicitly engage with Indigenous people learning their heritage language. This scholarship is highlighted especially for community language educators hoping to learn more about other language revitalization projects, their successes, challenges, and lessons learned.
Please use the menu to find specific types of projects. Articles are sortable by the following categories: UNESCO language rating, geographic region, age of intended learner, and program oversight. The UNESCO World Atlas of Languages ranks languages as unsafe, definitely endangered, severely endangered, critically endangered, and extinct/not in use. We recognize that this type of scale focuses entirely on language loss and homogenizes processes of colonial erasure and suppression. We chose to include this filter as it is often discussed in the literature and we encourage everyone to critically consider the interactions between revitalization efforts and “loss-” or “death-” based discourse. Articles represent literature pertaining to the following geographic areas: North America, South America, Nordic, Pacific. One of the requirements for our review is that programs operate in a colonial context similar to that of Canada. Thus, we do not include articles from areas including the African continent and Indian sub-continent. Articles may also be sorted based on whether the learners they describe are adults, children, families, or any combination of those. Finally, you may sort articles based on three different types of programs: tribal schools, public schools, and other. Tribal schools include programs in tribally-run and controlled schools from kindergarten through Tribal Community Colleges and postsecondary institutions. Public schools include projects in state-sponsored, publicly-available schools from kindergarten through post-secondary education. The “other” category tends to include programs such as language camps, language workshops, online and computer-based learning. Multiple filters may be selected at one time to provide narrower results.

These articles only represent a small fraction of all the articles we reviewed. Articles that are not included focus on language documentation, cultural revitalization, narratives of language loss, hypothetical discussions of revitalization theory, settler perspectives on historical language work, or do not acknowledge Indigenous learner perspectives.

Hey, there’s wi-fi at this camp!”: Remediating materiality, language learning, and digital identity within the Apsaalooke language app

Molinari explores how the Apsaalooke Language App, from conception and beyond release, engages with language revitalization, community expressions of educational sovereignty, material culture digital returns, and shared memories. She reaffirms that Indigenous language revitalization is deeply interconnected with the transmission of cultural knowledges, and that interactive features and pleasing colour choices are important to promote community engagement. She describes how the Crow tribe is using the language app to connect young people, the most frequent users of new technology, and Elders who share their knowledge and voices in app development. She shares that community members are most excited about pronunciation exercises as they feature audio from community members they know, and increase confidence around speaking.

Molinari, K. E. (2018). “Hey, there’s wi-fi at this camp!”: Remediating materiality, language learning, and digital identity within the Apsaalooke language app. [Doctoral Dissertation, University of Oklahoma]. https://shareok.org/items/0679156a-a41a-4aa6-95f9-35d86385297a

March 20, 2025

McGregor examines the tensions that exist between Oneida language revitalization and broader Canadian reconciliation efforts and demonstrates how resurgence can be effective framework for renegotiating Indigenous-settler colonial relationships in language work. Through discussion of a university-community partnership and a community-based revitalization program at the Oneida Nation of the Thames, she details how language revitalization efforts can build critical connections and community. She describes the sustained commitment of Oneida language learners and how community efforts support learning through repetition. She calls on settlers to engage in resurgence politics and follow the lead of Indigenous communities.

McGregor, H. E. (2017). Entangled resurgence: Investigating “Reconciliation” and the politics of language revitalization in the Oneida Nation of the Thames. (Publication No. 29245097) [Master’s Thesis, The University of Western Ontario]. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/entangled-resurgence-investigating-reconciliation/docview/2717674988/se-2?accountid=14789

“Wiinge chi-baapinizi geniin ode: It really makes my heart laugh”: Language, culture, identity, and urban language revitalization

Morcom examines grassroots urban Indigenous language revitalization in Canada. She explores the language needs of urban Indigenous people at the Kingston Indigenous Language Nest (KILN). She describes the importance of centering teaching approaches to be non-threatening and multi-generational, and that learners at KILN consider language and culture to be inextricably related. She also discusses the creation of new domains of language use, community, and identity.

Morcom, L. A. (2021). “Wiinge chi-baapinizi geniin ode: It really makes my heart laugh”: Language, culture, identity, and urban language revitalization. WINHEC: International Journal of Indigenous Education Scholarship, 1, 180-209. https://doi.org/10.18357/wj1202120286

March 20, 2025

Indigenous Language Revitalization: Connecting Distant Cree Language Learners with Cree Language Speakers Using Video Chat Technology

Cook explores the use of video-chat to create a master-apprentice style immersion experience for Cree language learners and Cree language speakers. He aims to build connections across geographies between Cree people and to contribute in a great way to the creation of opportunities for Cree usage to grow. He champions the master-apprentice model as an opportunity for relationship development, identity-building, and robust language use. He offers recommendations for synchronous video-chat Indigenous language speaking practices and notes that the program created rich opportunities for spontaneous cultural knowledge transmission.

Cook, W. R. (2021). Indigenous language revitalization: Connecting distant Cree language learners with Cree language speakers using video chat technology. (Publication No. 29951641) [Masters Thesis, University of Regina]. ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/2734697980/abstract/3B08A24B932644F0PQ/1

March 20, 2025

The Enweyang Program: Indigenous Language Nest as Lab School

McInnes describes the successes, challenges, and best practices gleaned from the development and operation of the Enweyang Language Nest, an Ojibwemowin immersion preschool at the University of Minnesota Duluth. He offers itemized best practices for the creation of a language nest, including discussion of how a university-community partnership can foster rich connections between Indigenous families, Indigenous children, and undergraduate students. He also explores the interconnected nature of language revitalization and cultural knowlege and ways of being.

McInnes, B. (2017). The Enweyang Program: Indigenous language nest as lab school. Journal of American Indian Education, 56(1), 105–120. https://doi.org/10.5749/jamerindieduc.56.1.0105

March 20, 2025

Exploring goals and motivations of Māori heritage language learners

Te Huia investigates the goals and motivations of Maori language learners in post-secondary education in New Zealand. She indicates that Maori learners are concerned with learning Maori to gain greater access to cultural belonging and understanding, to fulfill their parental and/or leadership responsibilities as Maori people, and to master fluency. She explores language-specific motivation and relational motivation for advanced speakers. She advocates for Indigenous people to learn their heritage languages to increase their own connections to their community and identity.

Te Huia, A. (2015). Exploring goals and motivations of Māori heritage language learners. Studies in Second Language Learning and Teaching, 5(4), 609–635. https://doi.org/10.14746/ssllt.22015.5.4.5

March 20, 2025

Haa Dachxánx’i Sáani Kagéiyi Yís: Haa Yoo X’atángi Kei Naltseen. For Our Little Grandchildren: Language Revitalization among the Tlingit

Twitchell explores Tlingit language loss and revitalization, culminating in a presentation of a 30-year plan for Tlingit reclamation. He advocates for increased attention towards adult immersion learners, the creation of safe acquisition environments, community and personal healing, and action planning. He considers the interrelated nature of goal-setting, assessment, and celebration, and notes that all three are critical to a strong immersion program. He calls for love and care in all language revitalization work.

Twitchell, X. L. (2018). Haa Dachxánx’i Sáani Kagéiyi Yís: Haa Yoo X’atángi Kei Naltseen. For our little grandchildren: Language revitalization among the Tlingit. (Publication No. 13419663) [Doctoral Dissertation, University of Hawai’i]. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/haa-dachxánxi-sáani-kagéiyi-yís-yoo-xatángi-kei/docview/2210922203/se-2?accountid=14789

March 20, 2025

kwu_sqwa?qwa?álx (We Begin to Speak): Our Journey Within Nsyilxcn (Okanagan) Language Revitalization

Johnson chronicles their personal language learning journey to share tips, lessons, and insights learned along the way with others engaged in Indigenous language learning or reclamation. They discuss the roles and responsibilities of adult language learners in Indigenous language revitalization and the integral nature of confidence and community-building. They also note the importance of creating networks of speakers and how the roles of learner and teacher can become interchangeable among adult learners. They maintain that a small number of comitted individuals can make a big difference in language revitalization.

Johnson, M. K. (2012). kwu_sqwa?qwa?alx (We begin to speak): Our journey within Nsyilxcn (Okanagan) language revitalization. Canadian Journal of Native Education, 35(1), 79–97. https://www.proquest.com/scholarly-journals/kwu-sqwa-qwa-alx-we-begin-speak-our-journey/docview/1430172502/se-2?accountid=14789

March 20, 2025

An Introductory Cree Nīhiyawēwin Course Guide: Master of Indigenous Language Revitalization

Burnouf examines her Cree teaching patterns to strengthen a Cree university course. She discusses the characteristics of adult learners in second language acquisition, the use of actions, movements, gestures, assessment, guest speakers, and group activities in classrooms for adults. She offers a comprehensive Cree course guide for the post-secondary environment, including course outcomes and a 13-week plan.

Burnouf, L. (2018, May). An introductory Cree Nīhiyawēwin course guide. University of Victoria D-Space. https://dspace.library.uvic.ca/bitstream/handle/1828/10014/Burnoff_Laura_MEd_2018.pdf?sequence=1&isAllowed=y

March 20, 2025

Syilx Language House: How and Why We Are Delivering 2,000 Decolonizing Hours in Nsyilxcn

Johnson speaks directly to those actively engaged in language revitalization and offers what they have learned through the development and work of the Syilx Language House, a Nsyilxcn immersion strategy. They model the use of a sequenced curriculum and the creation of an immersion space where teachers and learners all start with low language skills. They provide concrete methods of increasing learner feelings of safety and comfort and intentionally creating cheerful/happy/positive activities. They note the necessity of implementing evidence-based teaching approaches and offer encouragement for community language educators and learners.

Johnson, S. M. K. (2017b). Syilx Language House: How and why we are delivering 2,000 decolonizing hours in Nsyilxcn. The Canadian Modern Language Review, 73(4), 509–537. https://doi.org/10.3138/cmlr.4040

March 20, 2025