Reclaiming Our Languages

Definitely endangered

Reclaiming our languages Annotated BibliographyDownload

“teepaalilaani” © Hannah Buchanan 2025

  • The Role of Adult Immersion in Kanien’kéha Revitalization

    DeCaire highlights and contributes to the growing literature on adult Indigenous language immersion, demonstrating its ongoing and critical importance. He discusses Kanien’keha revitalization and how community resources can be best used for developing and improving adult immersion programs. He considers the successes, challenges, and lessons learned from various Kanien’keha adult immersion programs. He also offers a comprehensive second-year Kanien’keha adult immersion curriculum complete with units and lesson plans.

    DeCaire, O. R. (2023). The role of adult immersion in Kanien’kéha revitalization (Doctoral dissertation, University of Hawai’i at Hilo).

  • Growing Our Languages: An Indigenous Language Curriculum Development Guide for Shoshoni Language Teachers and Other Indigenous Language Teachers & Planners

    Dann’s Shoshoni curriculum guide is written for Indigenous language workers engaged in revitalization, cultivation, and program development. The guide provides the resources the author wished to have had when starting her own work as a Shoshoni language teacher and offers an exhaustive model for curriculum development, including planning, goals, outcomes, methods, assessment, and considerations.

    Dann, B. J. (2023). Growing our languages: An Indigenous language curriculum development guide for Shoshoni language teachers and other Indigenous language teachers & planners. (Publication No. 30484644) [Masters Thesis, Idaho State University]. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/growing-our-languages-indigenous-language/docview/2812309962/se-2?accountid=14789

  • Indigenous Universities and Language Reclamation: Lessons in Balancing Linguistics, L2 Teaching, and Language Frameworks from Blue Quills University

    Holden provides a history of Blue Quills University, the only fully independent First Nations univeristy in Canada, and explores L2 methods and learner motivations in the Cree and Dene language programs. He discusses the implementation of lands-based education and the indigenization of linguistics at Blue Quills. He offers insight into how schools can meet learner motivations, challenges faced by Blue Quills, translation structures, and future directions.

    Holden, J. (2020). Indigenous universities and language reclamation: Lessons in balancing linguistics, L2 teaching, and language frameworks from Blue Quills University. Language Documentation and Conservation, 20SI, 20-37.

  • 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

  • Lakȟótiyapi kiŋ uŋglúkinipi (We Revitalize Our Lakota Language): Native Language Revitalization at Standing Rock

    Hauff examines efforts to revitalize Lakota on the Standing Rock Indian Reservation. She explores grassroots, community language revitalization processes and hopes to contribute to the work of those engaging directly with Indigenous languages. She investigates both school-centric programs for children, immersion programs, and adult-focused instruction. She considers the differences between performing language and speaking language, and notes that a lack of quality assessment is an issue of lack of resources. She advocates for increased funding to support immersion teachers and to appropriately compensate Elders in classrooms.

    Hauff, T. R. (2019). Lakȟótiyapi kiŋ uŋglúkinipi (We revitalize our Lakota Language): Native language revitalization at Standing Rock. (Publication No. 13899626) [Doctoral Dissertation, University of California, Berkeley]. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/lakȟótiyapi-kiŋ-uŋglúkinipi-we-revitalize-our/docview/2595145926/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

  • 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

  • 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