Language Revitalization Efforts Research Articles

Defining economic impact on minority languages: the case of Wales

ABSTRACT The relationship between economy and language is thought to be key to language revitalisation efforts, although the nature of the relationship is often discussed only in general terms. Royles sets out to address this ambiguity by defining the different dimensions of this relationship, however the resultant framework is based on a limited body of evidence. Using the case of Wales, we undertake a systematic review of what is known about the impact of economic variables upon language, thus generating a wider body of evidence to verify Royles’ framework. Our investigation reveals that of the 15,414 references generated as part of the review, 73 were found to satisfy the search criteria and all of which were successfully allocated within Royles’ categories. In validating Royles’ framework we advance a new understanding of economic impact on minority languages by moving from general to definitive terms and suggest that the clarity that this provides can be utilised by policy practitioners in their efforts to halt language decline.

Language Revitalization Efforts of Meänkieli among Small Children in Sweden

Language Revitalization Efforts of Meänkieli among Small Children in Sweden

Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin: non-indigenous learners in Indigenous language-learning spaces

ABSTRACT This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O’Toole, 2020; Te Huia, 2020). While we see value in considering how non-Indigenous Canadians can positively contribute to Indigenous language revitalization efforts, we also want to consider the consequences of that involvement for Indigenous Peoples who are asked to share Indigenous language learning spaces with non-Indigenous students. As a group of colleagues from different communities, all with connections to Indigenous language revitalization, we came together to consider questions such as: Are Indigenous languages for everyone or are they languages that should be learned only by Indigenous peoples? And if we accept or encourage Indigenous language learning by non-Indigenous Canadians, are there parameters that might need to be implemented? To this end, we used the Indigenous research method of conversation (Kovach, 2010) during biweekly meetings recorded on Zoom. Data consisted of meeting transcripts and web-based documents of written reflections. In our analysis of these documents, we identified three interrelated themes: 1) linguistic insecurity, 2) trauma and language learning and 3) settler dominance in Indigenous language settings. As a settler colonial country, Canada’s past and present continues to shape interactions between Indigenous Peoples and non-Indigenous Canadians in ways relevant to the topic of Indigenous language revitalization. Ultimately, we do want non-Indigenous people to learn Indigenous languages so that these languages can once again be languages of broader society (McIvor, 2012). We also recognize that Indigenous Peoples deserve to reclaim Indigenous languages in safe and trauma-free ways. Ultimately, we must work together to ensure that including non-Indigenous learners in Indigenous language programs does not cause injury to Indigenous learners. This paper offers recommendations for ways to achieve these goals.

Preserving Javanese Language and Culture in The Digital Age : Challenge and Future Prospects

Javanese holds a central place in the rich tapestry of Indonesian culture, and its significance extends far beyond mere linguistic communication. Its historical roots, role in art and tradition, importance in shaping regional and national identities, and contribution to the nation's literary heritage make it a language of immense significance in Indonesian culture, which needs to be preserved and passed down to future generations. Javanese language revitalization efforts by utilizing digital technology, such as websites, applications, and social media, have become effective as they are easily accessible and engaging. It empowers indigenous communities to take control of their own preservation efforts while connecting them with a global network of supporters and resources. This literature study aims to describe Javanese language preservation in the digital age. Data is obtained from various sources of journals, books, documentation, and the internet. The result of this study is that digital learning serves as a dynamic and inclusive tool to preserve the Javanese language and culture, making it more accessible, engaging, and customizable to the needs and preferences of a diverse and digitally connected audience. The digital age has opened up exciting opportunities to not only explore this rich heritage but also contribute to its preservation.

Can State Offices Reclaim Kichwa? Intercultural Bilingual Education Politics and Policy in Ecuador Over Decades

Abstract What opportunities and challenges occur in reclaiming Indigenous languages within state institutions? This article considers the case of intercultural bilingual education in Ecuador. The school system is remarkable as a national-level initiative run by and for Indigenous pueblos and nationalities. Based primarily on two years of ethnographic research in the national directorate offices of the school system and in schools, I describe three challenges that have arisen for directors that are linked to national state offices and expectations. Ultimately, Kichwa is more prominent than ever even as national planning and support changes Kichwa. The case shows contradictions of institutions in language revitalization efforts.

The discursive construction of language ownership and responsibility for Indigenous language revitalisation

AbstractUnpacking the possible ramification of how ownership of language and the responsibility of language revitalisation is perceived and how this may impact language revitalisation, this study uses a critical discourse studies approach to examine how the speakers negotiate their language ownership, which eventually leads to the question ‘who is responsible for language revitalisation’. The data of this study comes from semi‐structured interviews with 11 Indigenous participants in Taiwan. The findings suggest that, when deciding who can ‘do’ language revitalisation, only those who are deemed legitimate by the speakers have the power to act. However, the speakers view the non‐Indigenous speakers as potential speakers and, thus, were also assigned language revitalisation responsibility. Thus, by encouraging non‐Indigenous speakers to become speakers of an Indigenous language via language acquisition, language ownership is shared. This study shows the complexity of how the speakers negotiate language ownership and how this has an impact on language revitalisation efforts.

The Skarù·ręʔ (Tuscarora) Food Forest Project—Reconciliation in Sustainable Agriculture Research and Education through Cross-Cultural Agroforestry Demonstration

Temperate nut trees have long been utilized in eastern North America, providing high quality food, durable materials, and contributing to multispecies relationships across geographic and cultural landscapes. While not widely consumed today, renewed interest in temperate nuts such as hybrid chestnuts and hazelnuts, are part of efforts to realize nature-based solutions to climate change, which include multifunctional agroforestry systems. Indigenous peoples’ contributions to agroforestry and climate resilience are substantial, however sustainable agricultural research often overlooks critical social justice implications underlying the history of colonization in settler nations, including dispossessed land and appropriated Indigenous crops. As one of the most nutritionally dense plant-based foods, nuts were important components of Haudenosaunee foodways. Archaeological, ethnographic, and historical-ecological evidence indicate that the Haudenosaunee subsistence and settlement dynamics transformed cultural landscapes favoring such nut trees. The Skarù·ręʔ (Tuscarora) Food Forest was a community-based project demonstrating contemporary contributions of nut trees to Indigenous food systems in ancestral Haudenosaunee territories, today known as New York State. While domesticated crop polycultures (i.e., the Three Sisters) are iconic of Haudenosaunee horticultural ingenuities, temperate nuts are lesser-known woodland foods that can additionally contribute to food and language revitalization efforts within contemporary Haudenosaunee territories. Here we discuss theories and praxes informing community engaged approaches at the Skarù·ręʔ Nation. By addressing social justice concerns within agricultural science, we demonstrate how the Skarù·ręʔ Food Forest Project can provide a methodological testing ground for reconciliation-based and decolonial participatory action research that expands ongoing food sovereignty, community health, and education initiatives.

The Role of AI in Supporting Indigenous Languages

This study aims to explore the role of AI in supporting indigenous languages, focusing on its impact, the challenges encountered, and the opportunities it presents for language revitalization efforts. Employing a qualitative research design, this study gathered data through semi-structured interviews with 25 participants, including indigenous language speakers, linguists, AI technologists, and cultural preservationists. Thematic analysis was used to identify and categorize the main themes and concepts arising from the interviews. Three main themes were identified: the Impact of AI on Language Preservation, Challenges, and Opportunities. AI was found to significantly support language learning tools, community engagement, accessibility, and content creation while raising ethical considerations. Challenges included technical barriers, cultural and social barriers, and financial and resource constraints. Opportunities for AI in language revitalization were identified in collaboration and partnership, innovation and adaptation, and technological advancements. AI holds substantial potential to support the preservation and revitalization of indigenous languages through tailored learning tools, enhanced accessibility, and community engagement. However, realizing this potential fully requires addressing the identified challenges through collaborative efforts, ethical considerations, and sustained investment in technological and community-based solutions.

A good return on investment? Cultural identification through learning traditional music and language in Gaelic Nova Scotia

ABSTRACT Language is often used to demonstrate group membership and to establish cultural identity. When the language is not readily available or is at risk, individuals tend to turn to other markers to develop their cultural identity. Using Leximancer for thematic and conceptual analyses of interviews with ten accomplished musicians in Nova Scotia, Canada, we argue that the commitment to learning music and dance may act as a channel to learning Scottish Gaelic, a threatened local heritage language. Drawing on Norton's construct of investment in language learning, we consider the extent to which participants commit to learning the language and the music/dance for their identification to the Gaelic culture. Given that Gaelic music and dance traditions remain healthy, even as the language is declining, the results of our research have significant implications for language revitalisation efforts.

Oral Traditions of the Woodland Cree (Nihithawak) in Northern Saskatchewan: Links to Cultural Identity, Ways of Knowing, Language Revitalization, and Connections to the Land

The purpose of this article is to introduce the significance of oral tradition among the Woodland Cree, Nihithawak, in Northern Saskatchewan. Storytelling and stories reinforce Cree world view, culture, language, knowledge, values, and sustainable ways of knowing and being. In contemporary times, Cree storytelling methodology is one of the main ways of passing on cultural teachings within families, communities, and schools. At one point in history, there was a deliberate attempt to destroy Cree culture and languages in Canada through colonization and the residential school system. There is now a resurgence to strengthen and restore Cree Oral Traditions through language revitalization efforts. This article is a chapter in the open textbook Indigenous Self-Determination through Mitho Pimachesowin (Ability to Make a Good Living), developed for the University of Saskatchewan course Indigenous Studies 410/810 and hosted by the Northern Review. AbstractKeyāpich kayāsi – kiskethihtamiwin ihtakwan nihithowewinihk mena kisteyithihtākwan. Itinowak okiskethetamowiniwāw kekakwe nisowanāchihtānowithiw kiskinwahamātowikamikohk. Māka kāwi mena ati pasikomakan oma nihithowewin machika mena nihithawi- kiskethihtamiwin.

Understanding how language revitalisation works: a realist synthesis

ABSTRACT Indigenous communities, linguists, teachers, and language activists have been developing methods to revitalise endangered languages over several decades. Not only are these methods diverse, they are usually implemented in various ways according to local needs and aspirations. Language revitalisation methods focus on proficiency, but there is also interest in strengthening identity, resilience, and wellbeing. Aside from a handful of successes, programs may not be achieving desired outcomes. One could try to evaluate specific programs. However, we believe that a necessary first step is to examine published literature of revitalisation efforts to develop initial understandings of how they work. In particular, we seek to understand how revitalisation efforts tap into the speech community, how local participation affects outcomes, and how this involvement is supported and sustained by external programs, with a focus on language revitalisation efforts in Australia. We conduct a realist synthesis, and through analysis of 125 pieces of literature, we identify 13 initial theories. In analysing these theories, we identify two major gaps in our understanding of language revitalisation: how revitalisation programs work to strengthen communities and promote commitment. We propose these as significant, under-theorised elements of successful revitalisation which can guide exploration at the level of individual programs.

Telling stories of the local natural world: A path of reconnection with language and place in the Emilian context

AbstractThis paper takes a pragmatic approach to the issue of language maintenance and revitalization and constructs its argument through an ecological lens. Electing Emilian – a minoritized language of Italy, as a case study, this article analyzes folk stories related to the more-than-human world. Employing an ecolinguistic framework and focusing on key theoretical concepts of evaluation, salience, and identity, this paper proposes that these folk stories can serve a dual purpose. Firstly, they can be used as materials to re-introduce the use of Emilian in the public domain by creating local spaces where the language can be spoken organically thus escaping the social stigma usually attached to it. This would help raise awareness of Emilian as a language intrinsically valuable. Secondly, by using these texts as materials, users would be exposed to new ways in which the local environment can be looked at and rediscovered. The results of the analyses are used to illustrate how ecolinguistics can be used to identify materials for language revitalization efforts in Emilian and other similar communities where the connection with heritage language, place, and identity is either partial or missing.

Remote language revitalisation efforts during COVID-19

ABSTRACT As schools shift to online instruction during the COVID-19 pandemic, it is important to support disenfranchised populations and keep issues of equity at the centre of our response. In this study, the authors focus on supporting one of the few urban-based Indigenous language schools in the United States because language revitalisation is critical for Native American communities. The authors explore the extent to which video conferencing and flipped classrooms support the development of a community of speakers. The study focuses on a single classroom of 16 students in first through third grade. The authors use a digital decolonisation framework focused on empowering local communities in conjunction with design-based research methodology to explore contextualised remote instruction solutions. They report on benefits for the development of a community of speakers from remote instruction that come with costs in reduced efficacy of language learning. Finally, they distil those results into preliminary design principles.

Urban Indigenous Second-Language Learning

As the language revitalization movement progresses, the impacts of Indigenous language beyond the domain of language use are gaining recognition. Previous literature has identified links between Indigenous language revitalization efforts and Indigenous well-being, but to date, there are few studies that explore this topic thoroughly. The purpose of this study is to explore the impacts of Indigenous second-language learning on urban Indigenous perceptions of their well-being. Urban Indigenous populations are growing, and are particularly impacted by language loss; thus, it is vital that urban perspectives be represented. Indigenous language-learners from the Nêhiyaw (Cree) Language Lessons Program in Edmonton, Alberta participated in semi-structured interviews. Five exploratory themes emerged from thematic analysis. The results presented in this paper, while exploratory, are a meaningful addition to the existing scholarship in this field. They may be used as a departure point for future research on the topic of Indigenous language learning and how it impacts Indigenous well-being.

Spiritual connectedness through prayer as a mediator of the relationship between Indigenous language use and positive mental health.

The objective of this study is to understand how Indigenous language and spirituality revitalization efforts may affect mental health within Indigenous communities. Although Indigenous communities experience disproportionate rates of mental health problems, research supporting language and spirituality's role in improving mental health is under-researched and poorly understood. Data for this study are from a Community-based Participatory Research Project involving five Anishinaabe tribes in Minnesota and Wisconsin. Participants were sampled from clinic records of adults with a diagnosis of type 2 diabetes, living on or near the reservation, and self-identifying as American Indian (mean age = 46.3; n = 191). Structural equation modeling illustrates that language use in the home is associated with positive mental health through spiritual connectedness. Results support tribal community expressions of the positive effects of cultural involvement for Indigenous wellbeing, and improve what is known about the interconnectedness of language and spirituality. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Chikashshaat Asilhlhat Holissochi (Chickasaws Are Asking and Writing): Enacting Indigenous Protocols in Academic Research and Writing

As Chikashsha (Chickasaw) scholars and Chikashshanompa' shaali' (Chickasaw language learners/carriers), we utilize a dialogic and autoethnographic approach to explore the continuance between ancestral and community protocols for research. An account of the Chickasaw Nation's language revitalization efforts is followed by a discussion of how Indigenous scholars engage in the writing of Indigenous research, with an emphasis on writing about language and culture revitalization. Focusing on our experiences writing our master's theses and doctoral dissertations, we discuss how we enacted Chikashsha asilhlha (asking in a Chickasaw way) and Chikashsha holissochi (writing in a Chikashsha way). Arguing that Indigenous research methodologies should account for all stages of the research process, including writing for dissemination, we contribute to a growing body of scholarship that centers Indigenous protocols for sharing knowledge and has important implications for researchers who work at the nexus of academic institutions and communities.

The Ch'orti' Project Collaboration

Dr. Robin Quizar and Dr. Rich Sandoval are both alumni of CU Boulder Linguistics, and they are both affiliated with Metropolitan State University of Denver, Robin as Emeritus Professor of Linguistics and Rich as Assistant Professor of Anthropology. Together they run a language documentation effort called the Ch’orti’ Project, of which Robin is the director. Robin worked extensively with the Ch’orti’ (Mayan) language and community in Guatemala throughout the 1970s and 80s, helping to produce a number of language reference and revitalization materials. After retiring from MSU Denver, Robin renewed this research, reconnected with the Ch’orti’ community, and founded the Ch’orti’ Project in 2013 as a collaborative effort with MSU Denver’s Ethnography Lab. Rich joined the project in 2017. Given his background in linguistic anthropology, language documentation, and other relevant linguistics subfields, Rich was a good fit to help Robin run the project. The project’s accomplishments over the years are in large part due to the work of student assistants from the Ethnography Lab. One of the main goals of the project is to give these anthropology and linguistics undergraduate students real-world experience as well as the opportunity to develop a variety of practical and technological skills. The project has also involved other collaborators, including other scholar/researchers. Because a primary focus of the Ch’orti’ Project is to support the Ch’orti’ community’s own language revitalization efforts, including the reclamation of the Classic Mayan writing system, the project has undertaken a number of trips to the Ch’orti’ communities of Guatemala and Honduras in order to learn about these efforts, conduct research, and otherwise develop community relationships. The essay elaborates on Robin, Rich, and other collaborators’ work with respect to these project activities and goals. It also provides background on Ch’orti’ language revitalization efforts, general Ch’orti’ language scholarship, and Robin’s contributions to both.

How can linguists support language revitalization efforts in the Brazilian context?

In the last 20 years, language revitalization efforts have grown to the point where we can now talk about a global movement to save the linguistic diversity that exists in different parts of the world. Linguists have long benefited from this multilingualism and in many cases have helped preserve it. In Brazil, we see a growing number of linguists from different subfields trying to find ways in which they can support indigenous communities in their efforts to reverse language loss. As part of a volume on linguistics and education, this paper discusses the potential roles linguists can play in language transmission scenarios where there is a minoritized, endangered language involved. It uses a language planning frame to describe revitalization efforts and to present suggestions to linguists that would like to explore and expand the impact of their work. It is an attempt by a linguist to establish a conversation with other linguists. The perspectives presented here do not represent the point of view of local communities and should be taken for what they are and who they represent.

Kaitiakitanga, Whai Wāhi and Alien Weaponry: indigenous frameworks for understanding language, identity and international success in the case of a Māori metal band

AbstractNew Zealand Māori metal band Alien Weaponry rose from local act to international prominence over the course of 2016–2018, lauded by critics and fans for their songs involving Māori history and culture, and with lyrics in the indigenous Māori language. This article examines Alien Weaponry's participation in Māori language revitalisation efforts and explores the use of indigenous frameworks for analysing these issues. Māori principles of kaitiakitanga (protection) and whai wāhi (participation) offer an understanding of the band's contributions to both Māori cultural preservation and global metal, and of how these contributions cooperate in the band's success. In addition to unpacking the issues of identity, indigenousness and language revitalisation inherent in understanding Alien Weaponry's output, this article also expands on previous work on nationhood and identity in both global metal music and Māori popular music.

Reinforcement of Grammatical Structures through Explicit Instruction in Palenquero Creole: A Pilot Study

The Afro-Hispanic creole, Palenquero, has been spoken (together with Spanish) in the village of San Basilio de Palenque, Colombia, for centuries. Until recently, Palenquero was endangered due to prejudice, but language revitalization efforts are underway, and younger speakers are learning Palenquero, but with little reinforcement out of school. The school instruction involves no grammatical explanations, almost no student production, or critical feedback. Adult speakers usually do not address younger speakers in Palenquero, thus leaving school-acquired forms suspended without reinforcement. This represents a unique scenario of heritage acquisition of a language with no bidirectional communication between younger and adult speakers. The present study focuses on the use of preverbal particles and prenominal plural marker by heritage speakers of Palenquero before and after explicit instruction. Communication activities explicitly presented the prenominal plural ma and preverbal particles, such as zero morpheme (simple present), asé (habitual), ta (progressive), a (perfective/simple past) and tan (future). Participants performed better at the post-test and results suggest that explicit explanation of grammatical rules, practice, repetition, and corrective feedback improved the usage of ma and tan. This result lines up with previous studies that posit the amount of time and exposure that learners need in order to acquire complex morphology.