World of Indigenous Languages

Teresa L. McCarty is G.F. Kneller Chair in Education and Anthropology and Faculty in American Indian Studies, University of California, Los Angeles, USA. Her research focuses on Indigenous education, language planning and policy, language revitalization/reclamation, critical ethnography, and educational and linguistic anthropology.Sheilah E. Nicholas is a member of the Hopi Tribe and an Associate Professor in the Department of Teaching, Learning and Sociocultural Studies, and American Indian Studies, University of Arizona, USA. Her research interests include Indigenous/Hopi language reclamation and maintenance, Indigenous language ideologies and epistemologies, the intersection of language, culture and identity, and Indigenous language teacher education.Gillian Wigglesworth is Distinguished Professor of Linguistics and Applied Linguistics at the University of Melbourne, Australia and chief investigator in the ARC Centre of Excellence for the Dynamics of Language. Her research interests include the languages of Indigenous children growing up in remote communities in Australia, the complexity of their language ecology, and how these interact with English once they enter the formal school system.

This collection of international voices and perspectives – speaking about and in Māori, Ojibwe, Aanaar Saami, Hopi, Limbu, Ngaanyatjarra, Quechua, and Nahuatl, among others – powerfully works for the reclamation of Indigenous languages and the resilience of Indigenous peoples. The authors and editors provide transformative visions of Indigenous futures for Indigenous languages.

• Introduction. Teresa L. McCarty, Sheilah E. Nicholas, and Gillian Wigglesworth: A World of Indigenous Languages—Resurgence, Reclamation, Revitalization, and ResiliencePart I—Policies and Politics in Indigenous Language Reclamation Chapter 1. Barbra A. Meek: Configuring Language(s) and Speakers: Politics of an Aboriginal Ethnolinguistic Identity in the Yukon, CanadaChapter 2. Nkonko M. Kamwangamalu: Language Policy in Post-Apartheid South Africa—An EvaluationPart II—Pedagogies and Processes in Indigenous Language Reclamation Chapter 3. Cath Rau, Waimātao Murphy, and Pem Bird: The Impact of “Culturalcy” in Ngā Kura ā Iwi Tribal Schools in Aotearoa/NZ: Mō Tātou, Mā Tātou, E Ai Ki a Tātou—For Us, By Us, Our WayChapter 4. Serafín M. Coronel-Molina:Media and Technology: Revitalizing Latin American Indigenous Languages in Cyberspace           Chapter 5. Inge Kral and Elizabeth Marrkilyi Ellis: Language Vitality In and Out of School in a Remote Indigenous Australian Context           Chapter 6. Mary Hermes and Kendall A. King:Task-Based Language Learning for Ojibwe: A Case Study of Two Intermediate Adult Language Learners           Chapter 7. Marja-Liisa Olthuis and Ciprian-Virgil Gerstenberger: Strengthening Indigenous Languages through Language Technology: The Case of Aanaar Saami in FinlandPart III—Prospects and Possibilities for Indigenous Language ReclamationChapter 8. Sheilah E. Nicholas: Without the Language, How Hopi Are You?: Hopi Cultural and Linguistic Identity Construction in Contemporary Linguistic EcologiesChapter 9. Prem Phyak: Transformation from the Bottom Up: Ideological Analysis with Indigenous Youth and Language Policy Justice in NepalChapter 10. Rosalva Mojica Lagunas: Language Key Holders for Mexicano: The Case of an Intergenerational Community in Coatepec de los Costales, Mexico