Reclaiming Our Languages

Adults

Reclaiming our languages Annotated BibliographyDownload

“teepaalilaani” © Hannah Buchanan 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

  • 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

  • Ax toowú át wudikeen, my spirit soars: Tlingit direct acquisition and co-learning pilot project

    Johnson provides a detailed description of how a well-defined initial language strategy can be developed to kick-off community language revitalization. They describe the direct-acquisition teaching model, cohort-style learning, curriculum development, and a Tlingit pilot project. Johnson raises up community language educators by providing concrete, evidence-based strategies for developing grassroots Indigenous language programs. They explain how to adapt a Nsylixcn curriculum to Tlingit (unrelated languages), and how to create an immersion environment when teachers and learners start with very low language capacity.

    Johnson, M. K. (2016). Ax toowú át wudikeen, my spirit soars: Tlingit direct acquisition and co-learning pilot project. Language Documentation and Conservation, 10, 306-336.

  • 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

  • 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

  • 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