Article published In:
10th Anniversary Celebration
Edited by Pádraig Ó Duibhir and Laurent Cammarata
[Journal of Immersion and Content-Based Language Education 10:2] 2022
► pp. 343373
References
ʻAha Pūnana Leo & Ka Haka ʻUla O Keʻelikōlani
(2009) Kumu honua mauli ola. [URL]
ʻAipia-Peters, T. K.
(2014) Impact of culturally responsive education on college choice. Unpublished Ph.D. dissertation, University of Southern California.
Alexie, O., Alexie, S., & Marlow, P.
(2009) Creating space and defining roles: Elders and adult Yup’ik immersion. Journal of American Indian Education, 48 (3), 1–18.Google Scholar
Arnold, R. D.
(2001) “…To help assure the survival and continuing vitality of Native American languages.” In L. Hinton & K. Hale (Eds.), The green book of language revitalization in practice (pp. 45–48). Academic Press.Google Scholar
Arviso, M., & Holm, W.
(2001) Tséhootsooídi Olta’gi Diné bizaad bihoo’aah: A Navajo immersion program at Fort Defiance, Arizona. In L. Hinton & K. Hale (Eds.), The green book of language revitalization in practice (pp. 205–215). Academic Press.Google Scholar
Baldwin, D., & Costa, D. J.
(2018) Myaamiaataweenki: Revitalization of a sleeping language. In K. L. Rehg & L. Campbell (Eds.), The Oxford handbook of endangered languages (pp. 553–570). Oxford University Press. DOI logoGoogle Scholar
Baldwin, D., Hinton, L., & Pérez-Báez, G.
(2018) The Breath of Life Workshops and Institutes. In L. Hinton, L. Huss, & G. Roche (Eds.), The Routledge handbook of language revitalization (pp. 188–196). Routledge. DOI logoGoogle Scholar
Bill C-91
(2019) An Act Respecting Indigenous Languages [Indigenous Languages Act]. [URL]
Clauschee, J.
(2015) What are the limitations to teaching Navajo language in the Head Start immersion program? [URL]
Education Counts
n.d. [URL]
Fishman, J. A.
(1991) Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Multilingual Matters.Google Scholar
Galla, C. K., & Wilson, W. H.
(2019) Early and emergent literacy practices as a foundation for Hawaiian language medium education. In. A. Sherris & J. K. Peyton (Eds.), Teaching writing to children in Indigenous languages (pp. 25–43). Routledge. DOI logoGoogle Scholar
García, O., Ibarra Johnson, S., & Seltzer, K.
(2017) The translanguaging classroom: Leveraging student bilingualism for learning. Carlson.Google Scholar
Genesee, F.
(1994) Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge University Press.Google Scholar
Goodyear-Kaʻōpua, N.
(2014) Domesticating Hawaiians: Kamehameha schools and the tender violence of marriage. In B. J. Child & B. Klopotek (Eds.), Indian subjects: Hemispheric perspectives on the history of Indigenous education (pp. 16–47). School of Advanced Research Press.Google Scholar
Green, T. J., & Maracle, O. B.
(2018) The root-word method for building proficient second-language speakers of polysynthetic languages: Onkwawen:na Ketyokhwa Adult Mohawk Language Immersion Program. In L. Hinton, L. Huss, & G. Roche (Eds.), The Routledge handbook of language revitalization (pp. 146–155). Routledge.Google Scholar
Hale Kuamoʻo
(2021) Hōkeo ʻIkepili Kula Kaiapuni me ka Pūnana Leo 2021–2022 [Hawaiian Medium/Immersion and Pūnana Leo Language Nest Database 2021–2022]. Ka Haka ʻUla O Keʻelikōlani.Google Scholar
Hauff, T. R.
(2020) Beyond numbers, colors, and animals: Strengthening Lakota/Dakota teaching on the Standing Rock Indian Reservation. Journal of American Indian Education, 59 (1), 5–25. DOI logoGoogle Scholar
Hermes, M.
(2005) “Ma’iingan is just a misspelling of the world wolf”: A case for teaching culture through language. Anthropology and Education Quarterly, 36 (1), 43–56. DOI logoGoogle Scholar
Hermes, M., & Kawaiʻaeʻa, K.
(2014) Revitalizing Indigenous languages through Indigenous immersion education. Journal of Immersion and Content-Based Education, 2 (2), 303– DOI logoGoogle Scholar
Hinton, L.
(1994) Flutes of fire: Essays on California Indian languages. Heyday.Google Scholar
(Ed.) (2013) Bringing our languages home – Language revitalization for families. Heyday.Google Scholar
Hinton, L., Vera, M., & Steele, N.
(2002) How to keep your language alive: A commonsense approach to one-on-one language learning. Heyday.Google Scholar
Hinton, L., Florey, M., Gessner, S., & Manatowa-Bailey, J.
(2018) The Master-Apprentice Language Learning Program. In L. Hinton, L. Huss, & G. Roche (Eds.), The Routledge handbook of language revitalization (pp. 127–136). Routledge. DOI logoGoogle Scholar
Holm, A., & Holm, W.
(1990) Rock Point, a Navajo way to go to school: A valediction. Annals of the American Association of Political and Social Science, 508 1, 170–184. DOI logoGoogle Scholar
Hoover, M. L., & Kanien’kehaka Raotitihkwa Cultural Center (KOR)
(1992) The revival of the Mohawk language in Kahnawake. Canadian Journal of Native Studies, 12 (2), 269–287.Google Scholar
Jenni, B., Anisman, A., McIvor, O., & Jacobs, P.
(2017) An exploration of the effects of mentor-apprentice programs on mentors’ and apprentices’ wellbeing. International Journal of Indigenous Health, 12 (2), 25. DOI logoGoogle Scholar
Johnson, F. T., & Wilson, J.
(2005, March/April). Navajo immersion in the Navajo Nation. NABE News. [URL]
Jones, B.
(2017) Translanguaging in bilingual schools in Wales. Journal of Language, Identity and Education, 16 (4), 199–215. DOI logoGoogle Scholar
Kimura, L. L.
(2010) Aia Iā Kākou Nā Hāʻina – The answers are within us: Language rights in tandem with language survival. In C. K. Galla, S. Oberly, G. L. Romero, M. Sam, & O. Zepeda (Eds.), American Indian Language Development Institute: 30 year tradition of speaking from our heart (pp. 32–42). American Indian Language Development Institute.Google Scholar
Kimura, L., & Counceller, A.
(2009) Indigenous new words creation: Perspectives from Alaska and Hawaiʻi. In J. Reyhner & L. Lockard (Eds.), Indigenous language revitalization: Encouragement, guidance and lessons learned (pp. 121–140). Northern Arizona University.Google Scholar
Kipp, D.
(2000) Encouragement, guidance, insights, and lessons for Native language activists developing their own tribal language programs. Piegan Institute’s Cut-Bank Language Immersion School.Google Scholar
Krauss, M.
(1998) The condition of Native North American languages: The need for realistic assessment and action. International Journal of the Sociology of Language, 132 1, 9–21. DOI logoGoogle Scholar
Leonard, W. Y.
(2017) Producing language reclamation by decolonizing “language.” In W. Y. Leonard & H. De Korne (Eds.) Language Documentation and Description, 14 1, 15–36 [URL]
Lessard, S., & Edge, L.
(2018) On the land education: De Gáh Elementary and Secondary School. [URL]
Lomawaima, K. T.
(2015) Education. In R. Warrior (Ed.), The world of Indigenous North America (pp. 365–387). Routledge.Google Scholar
Māori Education Overview
n.d.). [URL]
Marjomaa, M.
(2012) North Sami in Norway: An overview of a language in context. Working Papers in European Language Diversity. [URL]
May, S.
(2013) Indigenous immersion education: International developments. Journal of Immersion and Content-Based Language Education, 1 (1), 34–69. DOI logoGoogle Scholar
May, S., Hill, R., & Tiakiwai, S.
(2004) Bilingual/immersion education: Indicators of good practice. Report to the [New Zealand] Ministry of Education, Wellington.Google Scholar
McCarty, T. L.
(2002) A place to be Navajo – Rough Rock and the struggle for self-determination in Indigenous schooling. Lawrence Erlbaum. DOI logoGoogle Scholar
(2011) State of the field: The role of Native languages and cultures on American Indian, Alaska Native, and Native Hawaiian student achievement. [URL]
(2020) The holistic benefits of education for Indigenous revitalisation and reclamation (ELR2). Journal of Multilingual and Multicultural Development, 42 (10), 927–940. DOI logoGoogle Scholar
McCarty, T. L., Nicholas, S. E., & Wigglesworth, G.
(Eds.) (2019) A world of Indigenous languages – Resurgence, reclamation, revitalization and resilience. In T. L. McCarty, S. E. Nicholas, & G. Wigglesworth (Eds.), A world of Indigenous languages: Politics, pedagogies, and prospects for language reclamation (pp. 1–26). Multilingual Matters. DOI logoGoogle Scholar
McIvor, O.
(2015) Adult Indigenous language learning in Western Canada: What is holding us back? In K. A. Michel, P. D. Walton, E. Bourassa, & J. Miller (Eds.), Living our languages: Papers from the 19th Stabilizing Indigenous Languages Symposium (pp. 37–49). Linus Learning.Google Scholar
McIvor, O., & McCarty, T. L.
(2016) Indigenous bilingual and revitalization-immersion education in Canada and the USA. In O. García & A. Lin (Eds.), Bilingual and multilingual education (3rd ed.). Springer. DOI logoGoogle Scholar
Meek, B., & Messing, J.
(2007) Framing Indigenous languages as secondary to matrix languages. Anthropology and Education Quarterly, 38 (2):99–118. DOI logoGoogle Scholar
Nagle, R.
(2019, Nov. 5). The U.S. has spent more money erasing Native languages than saving them. High Country News. [URL]
Native American Languages Act (NALA)
(1990) [URL]
Newland, B.
(2022, May). Federal Indian boarding school initiative investigative report. United States Department of the Interior.Google Scholar
Olthuis, M-J., Kivelä, & Skutnabb-Kangas, T.
(2013) Revitalising Indigenous languages: How to recreate a lost generation. Multilingual Matters. DOI logoGoogle Scholar
Outakoski
(2015) Multilingual literacy among young learners of North Sámi: Contexts, complexity and writing in Sápmi. Umeå Studies in Language and Literature 27. Department of Language Studies, Umeå University, Umeå, Sweden.Google Scholar
Philips, L.
(2011) Unexpected languages: Multilingualism and contact in eighteenth and nineteenth-century America. American Indian Culture and Research Journal, 35 (2), 19–41. DOI logoGoogle Scholar
Rameka, L., & Petersen, S. S.
(2021) Sustaining Indigenous languages and cultures: Māori medium educaion in Aotearoa New Zealand and Aboriginal Head Start in Canada. Kōtuitui: New Zealand Journal of Social Sciences Online. DOI logoGoogle Scholar
Rasmussen, T.
(2015) The Finnish school system – A taboo issue in Sami language revitalization. [URL]
Rau, C., Murphy, W., & Bird, P.
(2019) The impact of “culturalcy” in Ngā Kura ā Iwi tribal schools in Aotearoa/NZ: Mõ tatou, mā tatou, e ai ki a tatou – For us, by us, our way. In T. L. McCarty, S. E. Nicholas, & G. Wigglesworth (Eds.), A world of Indigenous languages: Politics, pedagogies, and prospects for language reclamation (pp. 69–90). Multilingual Matters. DOI logoGoogle Scholar
Rawlins, N., Wilson, W. H., & Kawaiʻaeʻa, K.
(2011) Bill Demmert, Native American language revitaliation, and his Hawaiʻi connection. Journal of American Indian Education, 50 (1): 74–85.Google Scholar
Roessel, R. A., Jr.
(1977) Navajo education in action: The Rough Rock Demonstration School. Navajo Curriculum Center Press.Google Scholar
Ruiz, R.
(2017[1995]) Language planning considerations in Indigenous communities. In N. H. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 59–66). Multilingual Matters.Google Scholar
Skutnabb-Kangas, T., Phillipson, R., & Dunbar, R.
(2019) Is Nunavut education criminally inadequate? An analysis of current policies for Inuktut and English in education, international and national law, linguistic and cultural genocide and crimes against humanity. Nunavut Tunngavik Incorporated.Google Scholar
Spolsky, B., & Holm, W.
(1971) Bilingualism in the six-year-old Navajo child. Paper presented at the Conference on Child Language, Chicago, IL, Nov. 22–24. [URL]
Task Force on Aboriginal Languages and Cultures
(2005) Towards a new beginning: A foundational report for a strategy to revitalize First Nation, Inuit and Métis languages and cultures. Aboriginal Languages Directorate, Aboriginal Affairs Branch, Department of Canadian Heritage.Google Scholar
U.S. Department of Education Office of English Language Acquisition
(2015) Dual education programs: Current state policies and practices. [URL]
White, L.
(2015) Free to be Mohawk: Indigenous education at the Akwesasne Freedom School. University of Oklahoma Press.Google Scholar
Wilson, W. H.
(2018) Higher education in Indigenous language revitalization. In L. Hinton, L. Huss, & G. Roche (Eds.), The Routledge handbook of language revitalization (pp. 83–93). Routledge. DOI logoGoogle Scholar
Wilson, W. H., & Kamanā, K.
(2001) “Mai loko mai o ka ʻiʻIni: Proceeding from a dream” – The ʻAha Pūnana Leo connection in Hawaiian language revitalization. In L. Hinton & K. Hale (Eds.), The green book of language revitalization in practice (pp. 147–176). Academic Press.Google Scholar
(2009) Indigenous youth bilingualism from a Hawaiian activist perspective. Journal of Language, Identity, and Education, 8 (5), 369–375. DOI logoGoogle Scholar
(2011) Insights from Indigenous language immersion in Hawaiʻi. In D. J. Tedick, D. Christian, & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 36–57). Multilingual Matters. DOI logoGoogle Scholar
(2019) Voices of language: The path to fluency – Lessons in language revitalization from Hawaii. [URL] and [URL]
Wilson, W. H., & Kawaiʻaeʻa, K.
(2007) I kumu: I lālā. “Let there be sources: Let there be branches”: Teacher education in the College of Hawaiian Language. Journal of Indian Education, 46 (3), 38–55.Google Scholar
Wolfe, P.
(2006) Settler colonialism and the elimination of the Native. Journal of Genocide Research, 8 (4), 387–401. DOI logoGoogle Scholar
Zepeda, O.
(1990) American Indian language policy. In K. J. Adams & D. T. Brink (Eds.), Perspectives on Official English: The campaign for English as the official language of the USA (pp. 247–256). Mouton de Gruyter.Google Scholar