Revitalizing languages through place-based language curriculum

Identity through learning

Joana Jansen | University of Oregon

Janne Underriner | University of Oregon

Roger Jacob | Wapato School District, Washington

This paper discusses the components of Identity Through Learning (ITL), language learning and curriculum development that is community centered, experiential, and collaborative. It discusses three examples of culture- and place-based curriculum projects developed at the Northwest Indian Language Institute (NILI) at the University of Oregon. We propose that place-based curriculum grounds student learning in their experiences in local events and places, and fosters community connection to traditional lifeways. As such, it can strengthen student self-esteem and identity. The paper addresses how place-based curriculum reinforces Native educators’ goals for student learning, and how ITL is a promising strategy for supporting students in the classroom and beyond.

Published online: 28 November 2013
https://doi.org/10.1075/slcs.142.12jan

Cited by

Cited by 2 other publications

Eckert, Eva

2017. The Power of Language, Learning and Socialization: Romani and Ebonics. Journal of Language, Identity & Education 16:1 ► pp. 45 ff.

Underriner, Janne & Joana Jansen

2018. The role of institutions of higher education in teaching Indigenous languages: Ichishkíin and Chinuk Wawa. Language and Linguistics Compass 12:5

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