Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools

Autor/inn/en	McCarty, Teresa L.; Nicholas, Sheilah E.
Titel	Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools
Quelle	In: Review of Research in Education, 38 (2014) 1, S.106-136 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X13507894
Schlagwörter	Indigenous Knowledge; Educational Research; Native Language; Language Maintenance; Language Skill Attrition; American Indian Languages; Language Planning; Educational Policy; Civil Rights; Sociolinguistics; Self Determination; American Indian Culture; Cultural Pluralism; Native Language Instruction; Foreign Policy; Foreign Countries; History; School Role; School Responsibility; Canada; United States + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Sprachpflege; Sprachverfall; Sprachwechsel; Politics of education; Bildungspolitik; Bürgerrechte; Grundrechte; Zivilrecht; Soziolinguistik; Selbstbestimmung; Kulturpluralismus; Native language education; Muttersprachlicher Unterricht; Außenpolitik; Ausland; Geschichte; Geschichtsdarstellung; Kanada; USA
Abstract	In this chapter, the authors offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. They use the term "reclamation" purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization. Language reclamation includes revival of a language no longer spoken as a first language, "revitalization" of a language already in use, and "reversal" of language shift (RLS), a term popularized by Joshua Fishman (1991) to describe the reengineering of social supports for intergenerational mother tongue transmission. All of these processes involve what Maori scholar Margie Kahukura Hohepa (2006) calls "language regeneration," a term that speaks of "growth and regrowth," recognizing that nothing "regrows in exactly the same shape that it had previously, or in exactly the same direction. The causes underlying shift from a community language to a dominating one are complex and power linked. The authors' goal is to peel back the layers of that complexity. This review is organized around two foci: (1) School-based language reclamation: whether or how schools might be efficacious sites for language reclamation; and (2) Geographic: Native North America illuminates the wide range of language planning challenges and possibilities that attend the sociohistorical, educational, and sociolinguistic circumstances of diverse Indigenous peoples, as well as crosscutting themes of language education policy, sovereignty, and human rights. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10