34 Decolonizing Indigenous language pedagogies: Additional language learning and teaching
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Kari A. B. Chew
Abstract
Given the experiences of colonization common to North American Indigenous communities, people learn Indigenous languages in situations with multiple layers of removal: communities from land; relations from intergenerational continuity; and grammar from real communicative contexts, places, and spirituality. Indigenous languages are often taught in ways inscribed by norms and assumptions associated with dominant language pedagogies, which can further these removals by reproducing colonial power dynamics. Considering current research and examples within the decolonial framework of language reclamation, which emphasizes community needs and values as the starting point for developing language work, we discuss how Indigenous language pedagogies can reflect Indigenous knowledge systems and nurture wellbeing. Engaging decolonization as a guiding principle, we shift away from normative Second Language Acquisition models, which can be incongruent with the aspirations of Indigenous communities for their languages, and instead employ a framework of additional language learning. We provide an overview of pedagogical strategies for Indigenous language reclamation and discuss how they can be implemented to create and sustain spaces and opportunities for people and languages to flourish.
Abstract
Given the experiences of colonization common to North American Indigenous communities, people learn Indigenous languages in situations with multiple layers of removal: communities from land; relations from intergenerational continuity; and grammar from real communicative contexts, places, and spirituality. Indigenous languages are often taught in ways inscribed by norms and assumptions associated with dominant language pedagogies, which can further these removals by reproducing colonial power dynamics. Considering current research and examples within the decolonial framework of language reclamation, which emphasizes community needs and values as the starting point for developing language work, we discuss how Indigenous language pedagogies can reflect Indigenous knowledge systems and nurture wellbeing. Engaging decolonization as a guiding principle, we shift away from normative Second Language Acquisition models, which can be incongruent with the aspirations of Indigenous communities for their languages, and instead employ a framework of additional language learning. We provide an overview of pedagogical strategies for Indigenous language reclamation and discuss how they can be implemented to create and sustain spaces and opportunities for people and languages to flourish.
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
