Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on long-term collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language policies against the fluorescence of contemporary community-driven efforts to revitalize threatened mother tongues. Here, readers will meet those who are on the frontlines of Native American language revitalization every day. As their efforts show, even languages whose last native speaker is gone can be reclaimed through family-, community-, and school-based language planning. Offering a critical-theory view of language policy, and emphasizing Indigenous sovereignties and the perspectives of revitalizers themselves, the book shows how language regenesis is undertaken in social practice, the role of youth in language reclamation, the challenges posed by dominant language policies, and the prospects for Indigenous language and culture continuance current revitalization efforts hold.
Tabella dei contenuti
Dedication
Statement by Miami Tribe of Oklahoma Chief Thomas Gamble
Foreword by Richard E. Littlebear
Acknowledgements
Preface
1. Contextualizing Native American LPP: Legal-Political, Demographic, and Sociolinguistic Foundations
2. Conceptualizing Native American LPP: Critical Sociocultural Foundations
3. Native American Languages In and Out of the Safety Zone, 1492-2012
4.Indigenous Literacies, Bilingual Education, and Community Empowerment: The Case of Navajo
5. Language Regenesis in Practice
6. Language in the Lives of Indigenous Youth
7. Planning Language for the Seventh Generation
Appendix
References
Index
Circa l’autore
Teresa L. Mc Carty is an educational anthropologist and applied linguist who lives and works in the homelands of the Gabrielino-Tongva, Tovaangar. At the University of California, Los Angeles, she is Distinguished Professor and G.F. Kneller Chair in Education and Anthropology, and Faculty in American Indian Studies. A member of the National Academy of Education and a Fellow of the American Educational Research Association and the International Centre for Language Revitalisation, she is the former editor of the American Educational Research Journal and the current coeditor of the Journal of American Indian Education. Her books include A Place To Be Navajo—Rough Rock and the Struggle for Self-Determination in Indigenous Schooling, “To Remain an Indian”—Lessons in Democracy from a Century of Native American Education (with K.T. Lomawaima), Language Planning and Policy in Native America, Indigenous Youth and Multilingualism (with L.T. Wyman and S.E. Nicholas), Indigenous Language Revitalization in the Americas (with S.M. Coronel-Molina), A World of Indigenous Languages: Politics, Pedagogies, and Prospects for Language Reclamation (with S.E. Nicholas and G. Wigglesworth), and Critical Youth Research in Education—Methodologies of Praxis and Care (with A.I. Ali). She is currently engaged in a multi-university, US-wide study of Indigenous-language immersion schooling funded by the Spencer Foundation.
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