Reclaiming Our Languages

Severely endangered

Reclaiming our languages Annotated BibliographyDownload

“teepaalilaani” © Hannah Buchanan 2025

  • Language revitalization on the web: Technologies and ideologies among the Northern Arapaho

    Vagner explores the effects of language ideologies on language revitalization, especially the revision of language ideologies and the development of web resources. She considers Arapaho instruction and how the improvement of Arapaho website materials may produce new language ideologies. She notes that language ideologies, including that learning words in isolation is sufficient, act as an obstacle to Arapaho language revitalization. She presents digital materials as a way to circumvent this obstacle, but indicates that teachers are more likely to use language websites, while learners are more likely to use social media. She advocates for the use of computer-assisted learning as a supplement to in-person education focused on high quality immersion.

    Vagner, I. A. (2014). Language revitalization on the web: Technologies and ideologies among the Northern Arapaho. (Publication No. 1558776) [Master’s Thesis, University of Colorado, Boulder]. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/language-revitalization-on-web-technologies/docview/1554339764/se-2?accountid=14789

  • Developing an Indigenous proficiency scale

    Kahakalau presents ANA ‘ŌLELO, a Hawaiian language proficiency scale developed by and for Hawaiians, to share insights and process pathways with other Indigenous communities. She offers a robust discussion of assessment in the Indigenous context, how Indigenous assessments can be developed, and why it is crucial that communities lead their own assessment practices. In sharing the Hawaiian proficiency scale, she also reveals the goals and outcomes of the Hawaiian revitalization strategy in an accessible and imitatable way.

    Kahakalau, K. (2017). Developing an Indigenous proficiency scale. Cogent Education, 4(1), 1377508. https://doi.org/10.1080/2331186X.2017.1377508

  • Visibility, Healing and Resistance: Voices from the 2005 Dena’ina Language Institute.

    Bell and Marlow explore the tensions between funding goals, community goals, and learner/participant goals in Indigneous language projects, especially in consideration of how the Dena’ina Language Institute’s programming can better align with community needs. They consider how a program can be considered a success by its participants and a failure by its funders and note that informal teachings seem to be the most memorable aspects of programming for participants. They discuss core participant goals and outcomes, including fluency, community, culture, literacy, resistance, and healing/visibility.

    Bell, L., & Marlow, P. E. (2009). Visibility, healing and resistance: Voices from the 2005 Dena’ina Language Institute. Journal of American Indian Education, 48(1), 1–18. https://www.jstor.org/stable/24398747

  • Language Revitalization and the Classroom: Video Workshops at an Elementary School in Miyakojima

    Fujita-Round studies Miyakoan language revitalization in public elementary schools in Japan. She explores which teaching methods are most effective and how school children feel about learning their ancestral language. She describes an arts-based word activity where students work in groups to create movies. She reinforces the necessity of the classroom as a safe and comfortable space, highlighting that group work and instructor support are more useful than criticism.

    Fujita-Round, S. (2023). Language revitalization and the classroom: Video workshops at an elementary school in Miyakojima. Languages, 8(1), 4. https://doi.org/10.3390/languages8010004