Reclaiming Our Languages

Critically endangered

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).

  • 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

  • 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.

  • Remote language revitalisation efforts during COVID-19

    Wiley-Camacho et al. investigate how digital learning tools, such as videoconferencing and flipped classrooms, can be best leveraged to support teachers engaged in language revitalization in tribal elementary schools. They find that at the Salish School of Spokane, video conferencing and flipped classrooms can both prompt community-building, intergenerational transmission/connections, and comprehension as students work on understanding class content without traditional in-class supports. They report that the flipped classroom structure can lead to improved pronunciation; however, both the flipped classroom and use of video conferencing decrease unprompted language use.

    Wiley-Camacho, G., Hillaire, G., Buttimer, C. J., & Colwell, R. (2022). Remote language revitalisation efforts during COVID-19. Technology, Pedagogy and Education, 31(3), 331–345. https://doi.org/10.1080/1475939X.2022.2077819

  • 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

  • Breathing Life into New Speakers: Nsyilxcn and Tlingit Sequenced Curriculum, Direct Acquisition, and Assessments

    Johnson addresses the publishing gap between community language education and the field of Indigenous language revitalization by sharing a path to proficiency involving consistent assessment, sequenced curriculum, and anecdotal reporting. They discuss how to create and then use a sequenced curriculum to allow learners to achieve concrete skill progression and create an immersion environment. They also discuss developing modes of assessment for beginner, intermediate, and advanced learners, especially relating to the use of film/video.

    Johnson, S. M. K. (2017a). Breathing life into new speakers: Nsyilxcn and Tlingit sequenced curriculum, direct acquisition, and assessments. Canadian Modern Language Review, 73(2), 109–132. https://doi.org/10.3138/cmlr.3549