Reclaiming Our Languages

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Reclaiming our languages Annotated BibliographyDownload

“teepaalilaani” © Hannah Buchanan 2025

  • Transformational bilingual learning: Re-engaging marginalized learners through language, culture, community, and identity

    Tulloch et al. develop and test a program for Inuit women to develop their language skills along with practical and culture-based skills in community-developed environment, by combining sewing, literacy, and personal wellbeing. They explore how the combination of language learning and cultural revitalization (sewing) can lead to improved sense of self and personal healing, in an environment where learners already have language skills and some literacy. They offer ways in which learners can gain confidence and discuss the presence of Elders in revitalization programming.

    Tulloch, S., Kusugak, A., Chenier, C., Pilakapsi, Q., Uluqsi, G., & Walton, F. (2017). Transformational bilingual learning: Re-engaging marginalized learners through language, culture, community, and identity. Canadian Modern Language Review, 73(4), 438–462. https://doi.org/10.3138/cmlr.4052

  • Maqlaqsyalank hemyeega: Goals and expectations of Klamath-Modoc revitalization

    Dupris comments on the field of language revitalization, introduces the Klamath Tribes, provides a history of maqlaqsyals language documentation, describes language workshop creation/implementation, and shares feedback that he hopes others can implement in their language work. He explains how a workshop curriculum may be developed, as well how decision-making may be managed with various stakeholders including linguists, community members, and tribal leadership. He offers replicatable lessons which could be adapted for other Indigenous languages, and a detailed discussion outlining the context of Klamath-Modoc and the pedagogical value of the activities.

    Dupris, J. (2019). Maqlaqsyalank hemyeega: Goals and expectations of Klamath-Modoc revitalization. Language Documentation and Conservation, 13, 155. https://scholarspace.manoa.hawaii.edu/items/8638c541-a30f-4cd6-8a7b-b13bba7eb64b

  • Supporting rich and meaningful interaction in language teaching for revitalization: Lessons from Macuiltianguis Zapotec

    Riestenberg explores how Indigenous language teachers can facilitate rich and meaningful interactions in their teaching, while maximizing on limited time, resources, and access to proficient speakers. She models the successful incorporation of Communicative language teaching (CLT) in a Macuiltianguis Zapotec revitalization classroom and discusses how CLT can be uniquely suitable for Indigenous language reclamation. She also offers strategies that teachers can use in small, informal language revitalization programs to increase oral proficiency and speaking capacity.

    Riestenberg, K. J. (2020). Supporting rich and meaningful interaction in language teaching for revitalization: Lessons from Macuiltianguis Zapotec. Language Documentation and Conservation, 20SI.

  • Melding language and image: Kaytetye Indigemoji as a language learning project

    Lea et al. report on creating Kaytetye, an Indigenous emoji app, as a community resource development project, demonstrate how app creation can act as a forum for language teaching/learning, and consider how digital images relate to Indigenous language learning. They strongly support the need for Indigenous people to play an integral role in language learning materials creation and show how collaborative community projects facilitate language learning. They explicitly address the gap that often exists between the development of an online/digital tool and the purpose it serves post-development.

    Lea, B., Turpin, M., & Liddle Perrurle, J. (2024). Melding language and image: Kaytetye Indigemoji as a language learning project. Innovation in Language Learning and Teaching, 1–17. https://doi.org/10.1080/17501229.2024.2320669

  • Skwomesh Language Revitalized By First Nation Youth Through DIY Immersion.

    This CBC article describes a Language House created by three First Nation youth, their goals and hopes for the future, as well as how they are carving out their own Sk̲wk̲ x̱wx̱ ú7mesh sníchim immersion space. McCue reports on the urgency, resiliency, and hope involved in Indigenous language revitalization efforts.

    McCue, D. (2015, February 4). Skwomesh language revitalized by First Nation youth through DIY immersion. CBC News. https://www.cbc.ca/news/indigenous/skwomesh-language-revitalized-by-first-nation-youth-through-diy-immersion-1.2940513

  • Designing Indigenous Language Revitalization

    Hermes et al. explore how the creation of the Ojibwemodaa! language learning software became a process of language learning and sharing in it of itself, with community members building relationships and mobilizing to reclaim the liveliness of their language. They also discuss Ojibwe movie-making workshops, and how they contribute to an Ojibwe language strategy. They theorize about Indigenous knowledge production, materials creation, immersion schooling, ceremonial and relational epistimology, relationality, and reciprocity.

    Hermes, M., Bang, M., & Marin, A. (2012). Designing Indigenous language revitalization. Harvard Educational Review, 82(3), 381–402. https://doi.org/10.17763/haer.82.3.q8117w861241871j

  • Creating Books for Use in Language Revitalization Classrooms: Considerations and Outcomes

    Nee considers the development, implementation, and consequences of using three different types of storybooks in a Teotitlan del Valle Zapotec language camp for 5-12 year-olds. She demonstrates how the collaborative creation of a storybook by students creates a culturally relevant teaching aid and inspires students to engage with the language on their own. She also models how to pair classroom instruction and supported interactions with community members in public spaces.

    Nee, J. (2020). Creating books for use in language revitalization classrooms: Considerations and outcomes. L2 Journal, 12(1), 39–52. https://doi.org/10.5070/L20042838