Reclaiming Our Languages

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Reclaiming our languages Annotated BibliographyDownload

“teepaalilaani” © Hannah Buchanan 2025

  • K’Aaw Natash Wa CHƗ́Myanashma SHAPÁTTAWAX̱Sha Ku SÁPsikw’Asha MYÁNashma ’We Are the Parents Raising and Teaching Children’: Raising Yakama Babies and Language Together

    Anderson investigates the choices, hopes, dreams, struggles, challenges, plans, and teaching strategies of Yakama parents in their goal of rebuilding a generation of first language Ichishkiin speakers with their babies and toddlers. She explores both practical supports which parents would find helpful to support daily language use, and existing community supports which nurture family capacity for language learning. She finds that parents and caregivers do not currently have the capacity to create immersion spaces in their homes, but that they deeply wish for increased language programming and learning in their childrens’ schooling. She notes that parents mobilize their relationships with speakers to increase their children’s access to language, and that most have a variety of learning materials in their home. Parents identify written supports and songs/videos as most desired.

    Anderson, R. (2022). K’aaw Natash Wa Chɨ́myanashma Shapáttawax̱sha Ku Sápsikw’asha Myánashma’We Are the Parents Raising and Teaching Children’: Raising Yakama Babies and Language Together (Doctoral dissertation, University of Oregon).

  • Strengthening the Literacy of an Indigenous Language Community: Methodological Implications of the Project Čyeti čälled anaraškielân, ‘One Hundred writers for Aanaar Saami’

    Othuis et al. present an approach to furthering Aanaar Saami langauge revitalization through literacy skill development. They discuss writing literacy as it pertains to reclamation contexts and explore how Saami people already write in their language, digitally and on-paper. They consider community magazines, scientific writing, and writing and labour. They note that language revitalization projects should ideally build off of existing community structures, especially those which engage most/all community members.

    Olthuis, M.-L., Trosterud, T., Sarivaara, E. K., Morottaja, P., & Niskanen, E. (2021). Strengthening the literacy of an Indigenous language community: Methodological implications of the project Čyeti čälled anarâškielân, ‘One Hundred Writers for Aanaar Saami.’ In P. K. Virtanen, P. Keskitalo, & T. Olsen (Eds.), Indigenous Research Methodologies in Sámi and Global Contexts (pp. 175–200). Brill. http://www.jstor.org/stable/10.1163/j.ctv1v7zbk4.12

  • Nahkawewin Revitalization: A Mini Language Nest Created with Hope and Determination

    Kennedy shares the successes, challenges, and impacts of creating a mini Nahkawewin language nest in her home with her children. She explores how families can restart intergenerational teaching and learning through intentional practices and creative teaching strategies. She reckons with the challenge of creating an immersion space in an English-majority society, and considers the emotional responsibilities associated with Indigenous language revitalization. She also details how games, labels, repetition, and even pets can become active aspects of a reclamation strategy.

    Kennedy, D. A. D. (2022). Nahkawewin revitalization: A mini language nest created with hope and determination. In Education, 27(2), 3–18. https://doi.org/10.37119/ojs2022.v27i2b.619

  • Language revitalization on the web: Technologies and ideologies among the Northern Arapaho

    Vagner explores the effects of language ideologies on language revitalization, especially the revision of language ideologies and the development of web resources. She considers Arapaho instruction and how the improvement of Arapaho website materials may produce new language ideologies. She notes that language ideologies, including that learning words in isolation is sufficient, act as an obstacle to Arapaho language revitalization. She presents digital materials as a way to circumvent this obstacle, but indicates that teachers are more likely to use language websites, while learners are more likely to use social media. She advocates for the use of computer-assisted learning as a supplement to in-person education focused on high quality immersion.

    Vagner, I. A. (2014). Language revitalization on the web: Technologies and ideologies among the Northern Arapaho. (Publication No. 1558776) [Master’s Thesis, University of Colorado, Boulder]. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/language-revitalization-on-web-technologies/docview/1554339764/se-2?accountid=14789

  • 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

  • “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

  • 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

  • Ojibwe language revitalization, multimedia technology, and family language learning

    Hermes and King investigate how technology may be useful to Indigenous language learning among children and families in informal settings. They study patterns of Ojibwemodaa, a language learning software, and language use. They find that Ojibwemodaa could be fit into established routines and dynamics in the home, but that it did not impact language use patterns in the children involved. They also find that engagement increases when activities can be framed as a game or competition, especially among family members.

    Hermes, M., & King, K. A. (2013). Ojibwe language revitalization, multimedia technology, and family language learning. Language Learning & Technology, 17(1), 125-144. http://hdl.handle.net/10125/24513

  • Case study: An evaluation of information and communication technology use in upriver halq’eméylem language programs

    Bourget explores how and if information and communications technology (ICT) can be effective as a part of language revitalization strategy by evaluating the use of ICT in the Upriver Halq’emeylem language community. She finds that to be effective, ICT needs to be intentionally integrated into language building activities in a way which aligns with specific learning targets. She notes that the process of creating materials can be a great way to learn, and that ICT is rarely used outside of immediate learning environments, such as in a specific classroom activity or when completing homework.

    Bourget, N. (2016). Case study: An evaluation of information and communication technology use in Upriver Halq’eméylem language programs. Language Documentation & Conservation, 10, 165-187. http://hdl.handle.net/10125/24691