Who can speak Lenape in Pennsylvania? Authentication and language learning in an endangered language community of practice

Weinberg, Miranda; Korne, Haley De

doi:10.1016/j.langcom.2015.04.003

Cited by 10 publications

(6 citation statements)

References 28 publications

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“…More broadly, ILR brings a novel social justice opportunity to the field of applied linguistics and one to which some members may find themselves being called to contribute. Several applied linguists offer the upmost leads on this charge (May, 2019; Ortega, 2019; Sarkar, 2017; Weinberg & De Korne, 2016) with many calling for a more multilingual turn in SLA that is, of course, by nature also multicultural and complex (Douglas Fir Group, 2016; Duff, 2019; Ortega, 2019). These calls come from the cognitive side of SLA too (e.g., Andringa & Godfroid, this volume; Mackey, 2020).…”

Section: Resultsmentioning

confidence: 99%

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

McIvor

2020

Ann Rev Appl Linguist

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Damages done to Indigenous languages occurred due to colonial forces, some of which continue to this day, and many believe efforts to revive them should involve more than Indigenous peoples alone. Therefore, the need for learning Indigenous languages as “additional” languages is a relatively new societal phenomenon and Indigenous language revitalization (ILR) an emerging academic field of study. As the ILR body of literature has developed, it has become clear that this work does not fit neatly into any single academic discipline. While there have been substantial contributions from linguistics and education, the study and recovery of Indigenous languages are necessarily self-determined and self-governing. Also, due to the unique set of circumstances, contexts, and, therefore, solutions needed, it is argued that this discipline is separate from, yet connected to, others. Applied linguists hold specific knowledge and skills that could be extended to ILR toward great gains. This paper explores current foci within ILR, especially concepts, theories, and areas of study that connect applied linguistics and Indigenous language learning. The intention of this paper is to consider commonalities, differences, current and future interests for shared consideration of the potential of collaborations, and partnerships between applied linguistics and ILR scholars.

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Section: Resultsmentioning

confidence: 99%

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

McIvor

2020

Ann Rev Appl Linguist

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“…While learners may be aligning with the ideological position of the programmes to some degree, the use of languages as expressed in the drawings versus adults’ perspectives of child language use highlights how language “use” and “competence” are understood and experienced differently among programme participants. Ways of performing competence in a language vary widely (Hymes, ; in relation to endangered language settings, see Moore, ; Weinberg & De Korne, ). Laursen and Mogensen (: 578) discuss the travelling ways of knowing language among multilingual children in Danish classrooms, and we find unique ways of knowing spaces and languages also among the children in our studies.…”

Section: Discussionmentioning

confidence: 99%

Learning language regimes: Children's representations of minority language education

Purkarthofer

Korne

2019

Journal of Sociolinguistics

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Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings—a Slovene‐German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how children's drawings represent language regimes in the social spaces they inhabit. Considering these drawings in relation to ethnographic observations and interviews with educators, we illustrate differences between how the social spaces are planned by educators and how they are represented and experienced by learners. Generally speaking, the children in our studies depict flexible, multilingual experiences and spaces, in contrast to the educators’ agendas of separating or emphasizing languages for pedagogical purposes. Mexican children's perception of themselves as participants in fluid language regimes, and Austrian children's increasing appropriation of multilingual space over time through both (school‐like) routines and (fun) exceptions can inform the efforts of minority language educators.

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“…This constructivist perspective gained new nuances as I participated in education scholarship in the United States as a student of educational linguistics, where I began to talk about communicative repertoires and communities of practice in place of the Language and its People. Experiences working in non-governmental organizations (Save the Children and the Center for Applied Linguistics), academic outreach projects (the Breath of Life Archival Institute for Indigenous Languages), and participating in a study of the reclamation of a sleeping language (Hornberger, De Korne, and Weinberg 2016;Weinberg and De Korne 2016) have further influenced my perspective. As a result of my participation in a variety of scholarly and activist domains, my own orientation is towards minoritized languages and speakers.…”

Section: Working As a Scholar-activist Across Multiple Disciplinesmentioning

confidence: 99%

Language Activism

Korne¹

2021

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Acevedo and the students and teachers of the Faculty of Languages, Universidad Autónoma Beníto Juárez de Oaxaca, among many more.There are many mentors who have taught and encouraged me over the years. I thank Nancy Hornberger for her support during the conceptualization and first phase of this study, and for the example she sets of integrity, curiosity, and dedication as an educational linguist. I have been fortunate to be surrounded by wonderful colleagues at the MultiLing Center and the Department of Linguistics and Open Access.

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Who can speak Lenape in Pennsylvania? Authentication and language learning in an endangered language community of practice

Cited by 10 publications

References 28 publications

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

Learning language regimes: Children's representations of minority language education

Language Activism

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