Volume 15 Spring 2004 Issue No. 3
Resource Guide: Renewal of Indigenous Languages
by Lori Whitright-Falcon, M.Ed
The movement to preserve and renew indigenous languages through an educative community process serves several important purposes. It defines and strengthens the identity of sovereign nations. It builds the confidence of our Indian youth and their families; and it represents increased cognitive flexibility and literacy skills. Research reveals that bilingual children clearly have a better understanding of reading and higher levels of achievement in English (Kathleen Marcos, 1998).A growing number of Native communities have expressed their beliefs that we must not lose our languages. Through solid commitment and the process of networking, using technology, sharing teaching ideas, and building a foundation for a sustainable teaching force, language activists hope to see future generations of young Indian people who are fluent and creative in using the ancestral languages and possess the vocabulary of their nations' worldviews. However, the U.S. Congress recently discontinued most of the federal bilingual funding that supported indigenous language efforts.
The following resources represent a pragmatic look at efforts toward indigenous language renewal. Many address the practicalities of second language teaching techniques and program sustainability. All are readily available on the Internet or in bookstores and libraries. Since space limitations prevent a comprehensive listing, refer to Jon Reyhner's "A Resource Guide: Native American Language Renewal" in the Native languages issue of Tribal College Journal, 11(3) available online at www.tribalcollegejournal.org/themag/previous.html.
ORGANIZATIONS
Center for Advanced Research on Language Acquisition (CARLA)From the University of Minnesota, CARLA supports research, training, and development related to second language teaching and learning. Lists several important areas of research including Less Commonly Taught Languages, Content-Based Language, Teaching through Technology, and Language and Culture. For more information contact CARLA, 619 Heller Hall, 271 19th Avenue South, Minneapolis, MN 55455.
Email: Carla@tc.umn.edu
Website: carla.acad.umn.edu
Indigenous Language Institute (ILI)
In collaboration with other organizations, ILI facilitates innovative community-based initiatives for language revitalization and public awareness of the language loss crisis. For more information contact the Indigenous Language Institute, 560 Montezuma Ave., 202, Santa Fe, NM 87501, (505) 820-0311.
Email: ili@indigenous-language.org
Website: www.indigenous-language.org
Piegan Institute
Dedicated to researching, promoting, and preserving Native languages, the Piegan Institute offers publications, videos, resources, consultants, and an annual seminar on tribal language immersion schooling. The institute operates the Nizipuhwahsin (Real Speak) Center, a K-8 Language Immersion School in Browning, MT, in which all lessons are conducted in the Blackfeet language. For more information contact Co-Founder and Executive Director Darrell Kipp, Piegan Institute, P.O. Box 909, Browning, MT 59417.
Email: drkipp@pieganinstitute.org
Website: www.pieganinstitute.org
INTERNET SITES
AhapunanaleoThis site includes services offered for parents, schools, and for other indigenous peoples who wish to collaborate for development of resources. There is a trailer for the Hawaiian language film, clips from a video series, and language performance award information. Phone (808) 959-4979.
Email: contact@ahapunanaleo.org
Website: www.ahapunanaleo.org
Advocates for Indigenous California Languages Survival
Provides information for mini-grants, funding sources, programs, workshops, and conferences. Phone (707) 546-6241.
Email: hinton@socrates.berkeley.edu
Website: www.aicls.org
Blaine Ray: Total Physical Response Storytelling (TPR-S)
Gives information for available workshops and materials. Includes an explanation of the seven steps of TPR-S, a method used by many people to teach language. Phone (888) 373-1920.
Email: Blaineray@aol.com
Website: www.blaineraytprs.com
Indigenous Languages Articles
Offers links and a listing of full text papers and articles related to language renewal.
Email: amind@mail.h-net.msu.edu
Website: www.asu.edu/clas/history/h-amindian/languagearticles.htm
Resources for Endangered Languages
This site has many great sections: methods for revitalizing languages, on-line books, discussion, and success stories.
Email: elf@haskins.yale.edu
Website: sapir.ling.yale.edu/~elf/resources
Teaching Indigenous Languages
Excellent site for articles, conferences, columns, and links. Developed from a series of annual conferences at Northern Arizona University focusing on the survival of indigenous languages.
Email: Jon.Reyhner@nau.edu
Website: jan.ucc.nau.edu/~jar/TIL.html
Total Physical Response (TPR)
Answers the question, "What is TPR?" Gives the benefits of and research on TPR and offers workshops, articles, and a download of the TPR catalog.
Email: tprworld@aol.com
Website: www.tpr-world.com
ONLINE ARTICLES, CHAPTERS, AND PAPERS
Alaska Native Educators. (2001). Guidelines for strengthening indigenous languages. Assembly in Anchorage, AK, February 6. Alaska Native Knowledge NetworkGives general recommendations and guidelines for Native elders, parents, aspiring language learners, Native communities and organizations, educators, schools, educational agencies, linguists, and media producers. Website: www.ankn.uaf.edu/standards/Language.html
Asher, James J. and Silvers, Stephen M. (2003). How to TPR abstractions: The critical role of imagination.
Gives sample lessons on how abstract concepts can be taught without translating. Email: tprworld@aol.com Website: tpr-world.com/tpr_abstractions.html
Butler-Pascoe, Mary Ellen. (1997, May/June). Technology and second language learners. American Language Review, 1(3).
Explores the advantages of using technology as a resource to meet the needs of language learners. Website: www.languagemagazine.com/internetedition/mj97/eets20.html
Cantoni, Gina P. (1999). Using TPR-Storytelling to develop fluency and literacy in Native American languages. In Jon Reyhner, Gina Cantoni, Robert N. St. Clair, and Evangeline Parsons Yazzie (Eds.), Revitalizing indigenous languages. Flagstaff, AZ: Northern Arizona University.
Describes TPR-S, an approach to teach vocabulary through TPR and integrate the new vocabulary into stories that students hear, act out, retell, read, and write. Website: jan.ucc.nau.edu/~jar/RIL_5.html
Cantoni, Gina P. (1997). Keeping minority languages alive: The school's responsibility. In Jon Reyhner (Ed.), Teaching indigenous languages. Flagstaff, AZ: Northern Arizona University.
Gives a powerful rationale and practical information on the pervasive, systematic change needed for schools to support indigenous languages. Website: jan.ucc.nau.edu/~jar/TIL_1.html
Curtain, Helena. (1997). Effective teaching strategies for immersion teachers: A synopsis of ideas presented at the first annual summer institute for immersion teachers sponsored by CARLA in Minneapolis, MN. Adapted by Tara Fortune from a presentation by Helena Curtain. The ACIE Newsletter, 1(1). Website: carla.acad.umn.edu/acie-news.html
Demmert, William G. (2001). Improving academic performance among Native American students: A review of the research literature. Originally published by ERIC Clearinghouse on rural education and small schools, Demmert submitted it in May 2003 as testimony on S.575, the Native American Languages Amendments Act of 2003. Reviews effectiveness of language and culture programs. Email: Wm.Demmert@wwu.edu Website: indian.senate.gov/2003hrgs/051503hrg/demmert.PDF
To see other testimony on the bill, go to Website: indian.senate.gov/2003hrgs/051503hrg/051503wit_list.htm
Falcon, Lori. (1999). Native language immersion schools: A paradigm for Native American education. Masters thesis. Vermont College of Norwich University.
Explores how tribal languages within the schooling process strengthen individuals, families, and tribal communities. Available in pdf format from www.opi.state.mt.us/IndianEd
Email: lfalcon@state.mt.us
Marcos, Kathleen M. (1999, November/December). Decade of the brain: Learning another language offers both personal and professional benefits. American Language Review, 3(6).
Summarizes cognitive, academic, and societal benefits of second language learning. Website: www.languagemagazine.com/internetedition/nd99/pg23.html
McCarty, Teresa L. (2003). Revitalizing indigenous languages in homogenizing times. Comparative Education. 39(2), 147-163.
Presents developments in Indigenous immersion schooling and its positive impact on student performance regardless of pressure for standardization and monolingualism. Email: tmccarty@u.arizona.edu
Reyhner, Jon. Native language immersion. In Jon Reyhner, Olivia Trujillo, R.L. Carrasco, and L. Lockard (Eds.), Nurturing Native languages (pp. 1-6). Flagstaff, AZ: Northern Arizona University.
Presents information about the Hawaiian and Maori language programs and the teaching techniques: Total Physical Response (TPR) and the Natural Approach. Website: jan.ucc.nau.edu/~jar/NNL/NNL_1.pdf
BOOKS AND SPECIAL ISSUES OF JOURNALS
Ambler, Marjane. (Ed.). (2000 Spring) Native languages. Special issue of Tribal College Journal, 11(3). Includes "Learning lodge institute: Montana colleges empower cultures to save languages" by Paul Boyer; "To save our languages, we must change our teaching methods" by Richard Littlebear, Ed.D; and "A resource guide: Native American language renewal" by Jon Reyhner.Asher, James J. (2000). Learning another language through actions. 6th edition. Los Gatos, CA: Sky Oaks Productions.
Asher gives a step-by-step description of the Total Physical Response (TPR) method of teaching language with the rationale that TPR has proven to be the most efficient method for language acquisition. Most useful is the section with 150 hours of classroom lessons.
Burnaby, Barbara and Jon Reyhner. (Eds.). (2002). Indigenous languages across the community. Flagstaff, AZ: Northern Arizona University's Center for Excellence.
This is an extensive collection of papers divided into six parts: Perspectives and Policy, Language and Whole Community Development, Educational Advances, Language and Literacy Development, The Media, and Meeting of Inuit and Yupik Participants. Available through special order from www.amazon.com or pdf format at jan.ucc.nau.edu/~jar/ILAC/
Cloud, Nancy, Fred Genesee, and Else V. Hamayan. (2000). LDual language instruction: A handbook for enriched education. Boston: Heinle.
For language teachers and administrators of dual language programs, this is a professional reference guide for evaluation and maintenance efforts.
Curtain, Helena. (2003). Languages and children - making the match: New languages for young learners, grades K-8 (3rd ed.). Needham Heights, MA: Pearson Allyn & Bacon.
Provides an overview of useful information that language teachers can apply to the elementary and middle school classroom. Immersion methods are emphasized and presented in a way that all programs can benefit. Provides critical elements of a K-8 language program including content and performance guidelines, literacy, assessment, and technology.
Hinton, Leanne and Kenneth Hale. (2001). The green book of language revitalization in practice. Academic Press.
This book focuses on issues that are of concern to language renewal practitioners and tribal communities. It gives detailed accounts from the work of people attempting to prevent the possible death of their languages, of efforts to archive materials to preserve languages, and of issues dealing with control over language efforts.
Kipp, Darrell R. (2000). Encouragement, guidance, insights, and lessons learned for Native language activists developing their own tribal language programs. Browning, MT: Piegan Institute.
This 41-page pamphlet is helpful for those seeking a successful, sustainable language program. The issues and advice are compiled from the conversation among 12 Native American language activists who gathered one day in March 2000 at the Nizipuhwahsin Language Immersion School in Browning, MT. Available from Piegan Institute P.O. Box 909, Browning, MT 59417
Krashen, Stephen D. and Tracy D. Terrell. (1996). The natural approach: Language acquisition in the classroom. NJ: Prentice Hall.
This is a study of the basic approach used in most immersion programs: the natural approach, which replicates language learning from infancy. Describes the basic principles that comprehension precedes developmental emergence of speech and that the goal of speech is communication.
Lessow-Hurley, Judith. (1999). Foundations of dual language instruction (3rd ed.). Boston, MA: Pearson Allyn & Bacon.
A basic text for language teachers in training. A dual language classroom teacher performs the same tasks as a regular classroom teacher but must also include language learning as a goal in all aspects of planning. Lessow-Hurley helps language teachers to create a vision and to understand the language as an instructional tool. Provides innovations in the field and details from different models common in the United States.
Omaggio-Hadley, Alice. (1993). Teaching language in context. Boston, MA: Heinle.
Summarizes past and current language acquisition theories, examines recent trends. Includes a workbook for practical applications.
Reyhner, Jon, Olivia Trujillo, R.L. Carrasco, and L. Lockard (Eds.). (2003). Nurturing Native languages. Flagstaff, AZ: Northern Arizona University.
Records the proceedings from the 8th annual conference in Flagstaff, AZ, in 2001. Papers are related to a number of topics on the revitalization of indigenous languages.
TRAINING OPPORTUNITIES
How to Design, Implement, and Operate a Tribal Language Immersion Learning Center:A three-day seminar held at the Nizipuhwahsin (Real Speak) Language Immersion School in Browning, MT near Glacier National Park, in conjunction with North American Indian Days the second week in July. Interactive workshops cover school design, the science of language immersion formats, program stability, and on-site experience in the immersion classroom. For registration information contact the Piegan Institute.
Email: drkipp@pieganinstitute.org
Website: www.pieganinstitute.org
American Indian Language Development Institute (AILDI)
AILDI offers six graduate or undergraduate credit hours through the University of Arizona for an intensive four-week study in American Indian linguistics, bi-lingual education, and culture-based curriculum development. Focus is on creating new generations of Native American language speakers. For information contact the American Indian Language Development Institute, University of Arizona, Department of Reading, Language and Culture, College of Education Rm. 17, P.O. Box 210069, Tucson, AZ 85721-0069 Phone: (520) 621-1068.
Website: www.ed.arizona.edu/AILDI
Tribal Language Summer Institute
The Montana Office of Public Instruction Bilingual Program and Indian Education Program offer a two-week institute for teachers of tribal languages to share lesson ideas and curriculum formats and to present information regarding second language acquisition and literacy. Institute will be held in Montana during the summer. to be determined. For exact time and location, contact the Office of Public Instruction at (406) 444-3013.
Website: www.opi.state.mt.us/Bilingual
CURRICULUM INFORMATION
Tribal Language Curriculum Development GuideThis guide gives a brief overview of classroom practices and learning environments, a sample lesson, and note-takers to assist language teachers in lesson development, monthly themes, and yearly planning. Suggests use of Total Physical Response (TPR) and TPR-Storytelling techniques. Available in pdf format from www.opi.state.mt.us/IndianEd
Email lfalcon@state.mt.us
Curriculum Framework for Indigenous Languages and Culture
This curriculum document was developed in Australia and includes three content areas: Country/Land, People and Kinship, and Natural Environment. The language outcomes are in the areas of speaking, listening, reading, and writing. For more information contact the Curriculum Services Branch, Department of Education, GPO Box 4821, Darwin, NT 0801, Australia, Phone: +61 (08) 8999 3589. Available in pdf format. Email sitemaster.ntde@nt.gov.au Website: www.schools.nt.edu.au/curricbr/cf/ pilotmats/new_pdfs/ilc/
Indigenous_lang%26cult.pdf
Lori Whitright-Falcon is a member of the Blackfeet Nation, a language activist, and a student of the Blackfeet language. She currently serves as the Indian education specialist for the Montana Office of Public Instruction. She can be reached at lfalcon@state.mt.us