Reclaiming Our Languages

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Reclaiming our languages Annotated BibliographyDownload

“teepaalilaani” © Hannah Buchanan 2025

  • 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.

  • The Cherokee Nation Immersion School as a Translanguaging Space

    Peter et al. explore how Tsalagi Dideloquasdi students navigate Cherokee language revitalization, language interactions, and community spaces. They find that immersion education produces students who are robust translanguagers by the time they reach fifth and sixth grades. They also note that the success of students is in many ways dependent on the support they receive outside of the classroom and the engagement level of their parents.

    Peter, L., Hirata-Edds, T., Feeling, D., Kirk, W., & Duncan, P. T. (2017). The Cherokee Nation Immersion School as a translanguaging space. Journal of American Indian Education, 56(1), 5–31. https://doi.org/10.1353/jaie.2017.a798920

  • 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

  • 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

  • Using assessment to inform instruction in cherokee language revitalisation

    Peter and Hirata-Edds describe the positive backwash effects of using the Cherokee Preschool Immersion Language Assessment (C-PILA) on teacher practices at the Cherokee Immersion Preschool. They offer a model of how assessment can be as much for learning as of learning and how assessment, especially in language revitalization projects, can be a pedagogical tool not a determination of program success or failure. They describe the C-PILA, its results, and detail how feedback from assessments can be successfully integrated into professional development.

    Peter, L., & Hirata-Edds, T. E. (2016). Using assessment to inform instruction in Cherokee language revitalisation. International Journal of Bilingual Education and Bilingualism, 9(5), 643–658. https://doi.org/10.2167/beb385.0

  • 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

  • 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.

  • Community-Anchored Assessment of Indigenous Second Language Learning in K-12 Schools

    Tulloch et al. discuss the results of the Nunatsiavut K-12 Inuktitut Evaluation, and specifically explore the necessity of grounding Indigenous language learning and assessment in families and community. They consider Indigenous language assessment options, and highlight the necessity of aligning programming goals with community goals. They note that having explicit, targeted outcomes are a next step for their K-12 program, and that even in public schools, families and communities must be a fixture in language learning.

    Tulloch, S., Moore, S., Lane, J., Townley, S., Dicker, J., Boase, D., & Adams, E. (2022). Community-anchored assessment of Indigenous Second Language learning in K-12 schools. Frontiers in Education, 7, Article no. 733047. https://doi.org/10.3389/feduc.2022.733047