Reclaiming Our Languages

North America

Reclaiming our languages Annotated BibliographyDownload

“teepaalilaani” © Hannah Buchanan 2025

  • Entangled Resurgence: Investigating ‘Reconciliation’ and the Politics of Language Revitalization in the Oneida Nation of the Thames

    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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • Átaw Iwá Ichishkíin Sɨ́nwit: The Importance of Ichishkíin Language in Advancing Indigenous Feminist Education

    Jacob et al. discuss how Indigenous language education furthers Indigenous feminist education, supports community goals, and builds sovereignty. They aim to create radical Indigenous feminist political education and practice and contribute to a decolonizing agenda through language instruction. They maintain that Ichishkiin education at the University of Oregon halts linguistic genocide, reclaims traditional Indigenous ecological knowledge, and transforms western education systems to better serve all students. They also find that teaching Ichishkiin through storytelling and legends is highly effective and that western post-secondary spaces can be co-opted to support Indigenous nation-building and self-determination by engaging in robust revitalization programs.

    Jacob, M. M., Beavert, V. R., Anderson, R., Sabzalian, L., & Jansen, J. (2019). Átaw Iwá Ichishkíin Sɨ́nwit: The importance of Ichishkíin language in advancing Indigenous feminist education. Feminist Studies, 45(2–3), 290–311. https://doi.org/10.15767/feministstudies.45.2-3.0290

  • Using assessment to inform instruction in cherokee language revitalisation

    Peter and Hirata-Edds describe the positive backwash effects of using the Cherokee Preschool Immersion Language Assessment (C-PILA) on teacher practices at the Cherokee Immersion Preschool. They offer a model of how assessment can be as much for learning as of learning and how assessment, especially in language revitalization projects, can be a pedagogical tool not a determination of program success or failure. They describe the C-PILA, its results, and detail how feedback from assessments can be successfully integrated into professional development.

    Peter, L., & Hirata-Edds, T. E. (2016). Using assessment to inform instruction in Cherokee language revitalisation. International Journal of Bilingual Education and Bilingualism, 9(5), 643–658. https://doi.org/10.2167/beb385.0