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Revitalizing languages through place-based language curriculum

Identity through learning
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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

  1. Prelim pages i
  2. Table of contents v
  3. Dedication vii
  4. Acknowledgements ix
  5. Introduction xi
  6. Part I. Language Endangerment: Challenges and Responses
  7. The world’s languages in crisis 3
  8. What can revitalization work teach us about documentation? 21
  9. Unanswered questions in language documentation and revitalization 43
  10. Training as empowering social action 59
  11. How to avoid pitfalls in documenting endangered languages 79
  12. Part II. Case Studies in Documentation and Revitalization of Endangered Languages and Languages in Contact
  13. Converb and aspect-marking polysemy in Nar 97
  14. Grammatical relations in Mixe and Chimariko 119
  15. Having a shinshii/shiishii ‘master’ around makes you speak Japanese! 141
  16. Internal and external calls to immigrant language promotion 157
  17. Code-switching in an Erzya–Russian bilingual variety 175
  18. Colonialism, nationalism and language vitality in Azerbaijan 197
  19. Revitalizing languages through place-based language curriculum 221
  20. Remembering ancestral voices 243
  21. Index 271
Responses to Language Endangerment
This chapter is in the book Responses to Language Endangerment
https://doi.org/10.1075/slcs.142.12jan

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Dedication vii
  4. Acknowledgements ix
  5. Introduction xi
  6. Part I. Language Endangerment: Challenges and Responses
  7. The world’s languages in crisis 3
  8. What can revitalization work teach us about documentation? 21
  9. Unanswered questions in language documentation and revitalization 43
  10. Training as empowering social action 59
  11. How to avoid pitfalls in documenting endangered languages 79
  12. Part II. Case Studies in Documentation and Revitalization of Endangered Languages and Languages in Contact
  13. Converb and aspect-marking polysemy in Nar 97
  14. Grammatical relations in Mixe and Chimariko 119
  15. Having a shinshii/shiishii ‘master’ around makes you speak Japanese! 141
  16. Internal and external calls to immigrant language promotion 157
  17. Code-switching in an Erzya–Russian bilingual variety 175
  18. Colonialism, nationalism and language vitality in Azerbaijan 197
  19. Revitalizing languages through place-based language curriculum 221
  20. Remembering ancestral voices 243
  21. Index 271
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