Revitalizing languages through place-based language curriculum
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Joana Jansen
Abstract
This paper discusses the components of Identity Through Learning (ITL), language learning and curriculum development that is community centered, experiential, and collaborative. It discusses three examples of culture- and place-based curriculum projects developed at the Northwest Indian Language Institute (NILI) at the University of Oregon. We propose that place-based curriculum grounds student learning in their experiences in local events and places, and fosters community connection to traditional lifeways. As such, it can strengthen student self-esteem and identity. The paper addresses how place-based curriculum reinforces Native educators’ goals for student learning, and how ITL is a promising strategy for supporting students in the classroom and beyond.
Abstract
This paper discusses the components of Identity Through Learning (ITL), language learning and curriculum development that is community centered, experiential, and collaborative. It discusses three examples of culture- and place-based curriculum projects developed at the Northwest Indian Language Institute (NILI) at the University of Oregon. We propose that place-based curriculum grounds student learning in their experiences in local events and places, and fosters community connection to traditional lifeways. As such, it can strengthen student self-esteem and identity. The paper addresses how place-based curriculum reinforces Native educators’ goals for student learning, and how ITL is a promising strategy for supporting students in the classroom and beyond.
Chapters in this book
- Prelim pages i
- Table of contents v
- Dedication vii
- Acknowledgements ix
- Introduction xi
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Part I. Language Endangerment: Challenges and Responses
- The world’s languages in crisis 3
- What can revitalization work teach us about documentation? 21
- Unanswered questions in language documentation and revitalization 43
- Training as empowering social action 59
- How to avoid pitfalls in documenting endangered languages 79
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Part II. Case Studies in Documentation and Revitalization of Endangered Languages and Languages in Contact
- Converb and aspect-marking polysemy in Nar 97
- Grammatical relations in Mixe and Chimariko 119
- Having a shinshii/shiishii ‘master’ around makes you speak Japanese! 141
- Internal and external calls to immigrant language promotion 157
- Code-switching in an Erzya–Russian bilingual variety 175
- Colonialism, nationalism and language vitality in Azerbaijan 197
- Revitalizing languages through place-based language curriculum 221
- Remembering ancestral voices 243
- Index 271
Chapters in this book
- Prelim pages i
- Table of contents v
- Dedication vii
- Acknowledgements ix
- Introduction xi
-
Part I. Language Endangerment: Challenges and Responses
- The world’s languages in crisis 3
- What can revitalization work teach us about documentation? 21
- Unanswered questions in language documentation and revitalization 43
- Training as empowering social action 59
- How to avoid pitfalls in documenting endangered languages 79
-
Part II. Case Studies in Documentation and Revitalization of Endangered Languages and Languages in Contact
- Converb and aspect-marking polysemy in Nar 97
- Grammatical relations in Mixe and Chimariko 119
- Having a shinshii/shiishii ‘master’ around makes you speak Japanese! 141
- Internal and external calls to immigrant language promotion 157
- Code-switching in an Erzya–Russian bilingual variety 175
- Colonialism, nationalism and language vitality in Azerbaijan 197
- Revitalizing languages through place-based language curriculum 221
- Remembering ancestral voices 243
- Index 271
