32 Reviving languages: Outcomes of a Mentor-Apprentice style learning study
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Onowa McIvor
Abstract
One strategy used by Indigenous communities to revitalize their languages is the Mentor-Apprentice Program (MAP), a method introduced in the 1990s in California and now increasingly popular across North America. Using the MAP approach, adult language learners (known as apprentices) and proficient speakers (known as mentors) create their own oral language-immersive context through daily activities, cultural practices, and community involvement. In this chapter, we present the outcomes from a research partnership between W̲ SANEĆ School Board/Saanich Adult Education Centre (W̲ SB), First Peoples’ Cultural Council (FPCC) and the University of Victoria (UVIC) examining outcomes of adult language learning through the MAP approach. The community partners are leaders with considerable expertise and experience in Indigenous language revitalization, and in particular with adult language learning through Mentor-Apprentice style programming. Our collaborative case study focused on MAP over three years in two adult Indigenous language learning contexts in British Columbia. We learned that MAP positively impacted language learning, although greater opportunities and support are needed. MAP participants reported acquiring skills beyond reclaiming or teaching their languages, which in turn benefited their confidence and wellbeing, generated occupational opportunities, and strengthened their communities. We recommend increased supports for MAP to address observed challenges and to further expand on successes achieved to date.
Abstract
One strategy used by Indigenous communities to revitalize their languages is the Mentor-Apprentice Program (MAP), a method introduced in the 1990s in California and now increasingly popular across North America. Using the MAP approach, adult language learners (known as apprentices) and proficient speakers (known as mentors) create their own oral language-immersive context through daily activities, cultural practices, and community involvement. In this chapter, we present the outcomes from a research partnership between W̲ SANEĆ School Board/Saanich Adult Education Centre (W̲ SB), First Peoples’ Cultural Council (FPCC) and the University of Victoria (UVIC) examining outcomes of adult language learning through the MAP approach. The community partners are leaders with considerable expertise and experience in Indigenous language revitalization, and in particular with adult language learning through Mentor-Apprentice style programming. Our collaborative case study focused on MAP over three years in two adult Indigenous language learning contexts in British Columbia. We learned that MAP positively impacted language learning, although greater opportunities and support are needed. MAP participants reported acquiring skills beyond reclaiming or teaching their languages, which in turn benefited their confidence and wellbeing, generated occupational opportunities, and strengthened their communities. We recommend increased supports for MAP to address observed challenges and to further expand on successes achieved to date.
Chapters in this book
- Frontmatter I
- Preface V
- Table of contents VII
-
VII Language revitalization
- 32 Reviving languages: Outcomes of a Mentor-Apprentice style learning study 717
- 33 Child and child-directed speech in North American languages 741
- 34 Decolonizing Indigenous language pedagogies: Additional language learning and teaching 767
- 35 Digital tools for language revitalization 789
- 36 Using archival materials for language reclamation 807
- 37 Changing notions of fieldwork 823
-
VIII Language families and isolates
- 38 Inuit-Yupik-Unangan: An overview of the language family 843
- 39 Dene – Athabaskan 875
- 40 Algonquian 931
- 41 Michif 951
- 42 Tsimshianic 985
- 43 Wakashan Languages 1013
- 44 Salish 1053
- 45 Chinookan family, with special reference to Kiksht and notes on Chinuk Wawa 1115
- 46 Sahaptian 1139
- 47 Karuk 1169
- 48 Wáˑšiw 1201
- 49 Pomoan 1223
- 50 California languages: Isolates and other languages 1247
- 51 Chumashan 1275
- 52 Yuman 1303
- 53 Uto-Aztecan 1333
- 54 Kiowa-Tanoan 1361
- 55 Caddoan 1407
- 56 Sketch of the Siouan Language Family 1447
- 57 Chitimacha 1519
- 58 Tunica 1545
- 59 Muskogean 1577
- 60 Iroquoian 1601
- 61 Unclassified languages 1627
- List of Authors 1649
- Index of languages 1673
- Index of names 1685
- Index of subjects 1695
Chapters in this book
- Frontmatter I
- Preface V
- Table of contents VII
-
VII Language revitalization
- 32 Reviving languages: Outcomes of a Mentor-Apprentice style learning study 717
- 33 Child and child-directed speech in North American languages 741
- 34 Decolonizing Indigenous language pedagogies: Additional language learning and teaching 767
- 35 Digital tools for language revitalization 789
- 36 Using archival materials for language reclamation 807
- 37 Changing notions of fieldwork 823
-
VIII Language families and isolates
- 38 Inuit-Yupik-Unangan: An overview of the language family 843
- 39 Dene – Athabaskan 875
- 40 Algonquian 931
- 41 Michif 951
- 42 Tsimshianic 985
- 43 Wakashan Languages 1013
- 44 Salish 1053
- 45 Chinookan family, with special reference to Kiksht and notes on Chinuk Wawa 1115
- 46 Sahaptian 1139
- 47 Karuk 1169
- 48 Wáˑšiw 1201
- 49 Pomoan 1223
- 50 California languages: Isolates and other languages 1247
- 51 Chumashan 1275
- 52 Yuman 1303
- 53 Uto-Aztecan 1333
- 54 Kiowa-Tanoan 1361
- 55 Caddoan 1407
- 56 Sketch of the Siouan Language Family 1447
- 57 Chitimacha 1519
- 58 Tunica 1545
- 59 Muskogean 1577
- 60 Iroquoian 1601
- 61 Unclassified languages 1627
- List of Authors 1649
- Index of languages 1673
- Index of names 1685
- Index of subjects 1695
