Framing indigenous language acquisition from within: an experience in learning and teaching the Yaeyaman language

Hammine, Madoka

doi:10.1080/09571736.2020.1720786

Cited by 5 publications

(1 citation statement)

References 21 publications

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“…All participants stressed the strengths of the relationships between Anishinaabemowin and the land. In contrast to acquiring or learning dominant or non-endangered languages, ILA is place-based and a process that is inseparable from the land, culture, community, and worldview (Chiblow & Meighan, 2021 ; Hammine, 2020 ). Intergenerational language and knowledge transmission in the local family-school-community nexus is crucial for ILA and CBLP (Corntassel, 2008 ; McCarty, 2018a , 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

Meighan

2023

Lang Policy

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Language planning and policy (LPP), as a field of research, emerged to solve the “problem” of multilingualism in newly independent nation-states. LPP’s principal emphasis was the reproduction of one-state, one-language policies. Indigenous languages were systematically erased through top-down, colonial medium-of-instruction policies, such as in Canadian residential schools. To this day, ideologies and policies still privilege dominant classes and languages at the expense of Indigenous and minoritized groups and languages. To prevent further erasure and marginalization, work is required at multiple levels. There is growing consensus that top-down, government-led LPP must occur alongside community-led, bottom-up LPP. One shared and common goal for Indigenous language reclamation and revitalization initiatives across the globe is to promote intergenerational language transmission in the home, the community, and beyond. The affordances of digital and online technologies are also being explored to foster more self-determined virtual communities of practice. Following an Indigenous research paradigm, this paper introduces the TEK-nology (Traditional Ecological Knowledge [TEK] and technology) pilot project in the Canadian context. TEK-nology is an immersive, community-led, and technology-enabled Indigenous language acquisition approach to support Anishinaabemowin language revitalization and reclamation. The TEK-nology pilot project is an example of bottom-up, community-based language planning (CBLP) where Indigenous community members are the language-related decision-makers. This paper demonstrates that Indigenous-led, praxis-driven CBLP, using TEK-nology, can support Anishinaabemowin language revitalization and reclamation and more equitable, self-determined LPP. The CBLP TEK-nology project has implications for status and acquisition language planning; culturally responsive LPP methodologies; and federal, provincial, territorial, and family language policy.

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Section: Discussionmentioning

confidence: 99%

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

Meighan

2023

Lang Policy

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Indigenous language revitalization using TEK-nology : how can traditional ecological knowledge (TEK) and technology support intergenerational language transmission?

Meighan

2022

Journal of Multilingual and Multicultural Development

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Identities of Resignation: Threats to Indigenous Languages from Neoliberal Linguistic and Educational Practices

Nakagawa

Kouritzin

2021

Journal of Language, Identity & Education

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Framing indigenous language acquisition from within: an experience in learning and teaching the Yaeyaman language

Cited by 5 publications

References 21 publications

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

Indigenous language revitalization using TEK-nology : how can traditional ecological knowledge (TEK) and technology support intergenerational language transmission?

Identities of Resignation: Threats to Indigenous Languages from Neoliberal Linguistic and Educational Practices

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