Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents (Palgrave Studies in Minority Languages and Communities)

This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hñähñö in Mexico and Quechua and other indigenous languages in Latin America. Starting from the premise than indigenous language revitalization is worth doing, the authors focus on HOW to do indigenous revitalization, and in particular, the role of schools in that endeavor. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts. This Book Offers A Close Look At Cases Of Indigenous Language Revitalization On Four Continents: Maori In Aotearoa, New Zealand, Sami In The Nordic Countries, Hnahno In Mexico, And Indigenous Languages In Latin America. Contributions By Experts From Each Case Are In Turn Discussed In International Perspective By Four Counterpart Experts. Starting From The Premise That Indigenous Language Revitalization Is Worth Doing, The Focus Here Is On How To Do It, And In Particular, The Role Of Schools In That Endeavour. Schools Done Are Not Enough To Do The Job, But In Tandem With Other Social Institutions, Can Be A Strategic Resource. Indigenous Language Revitalization Is Never Only About Language, But Also About The Identities And Experiences Of Speakers And Communities. The Authors Advocate For The Rights Of Indigenous Peoples To Exercise Both Voice And Choice In Determining Their Own Indigenous Language Revitalization And Education Processes.--jacket. Introduction: Can Schools Save Indigenous Languages? Policy And Practice On Four Continents / Nancy H. Hornberger -- 'out On The Fells, I Feel Like A Sámi': Is There Linguistic And Cultural Equality In The Sámi School? / Vuokko Hirvonen -- Top-down And Bottom-up: Counterpoised Visions Of Bilingual Intercultural Education In Latin America / Luis Enrique López -- Māori-medium Education: Current Issues And Challenges / Stephen May And Richard Hill -- Learning With Differences: Strengthening Hñähñö And Bilingual Teaching In An Elementary School In Mexico City / Nicanor Rebolledo Recendiz -- Revitalization Through Indigenous Education: A Forlorn Hope? / Leena Huss -- Commentary From An African And International Perspective / Nkonko M. Kamwangamalu -- Riding The Tiger / Bernard Spolsky -- Schools As Strategic Tools For Indigenous Language Revitalization: Lessons From Native America / Teresa L. Mccarty. Edited By Nancy H. Hornberger. Papers Originally Presented At Symposium Held As Part Of The 2005 World Congress Of Applied Linguistics Held In Madison, Wis In 2005. Includes Bibliographical References And Index. "Beginning with a critique of the concept of Europe, this book explores the political context for current language policy. Social and political status within the European Union can bring significant benefits for speakers of national or official languages. While speakers of minority and contested languages have derived considerable benefits from the transnational context, many are less than happy with the hierarchical structure of EU language policy. This book focuses on languages spoken in Europe by Europeans and non-Europeans alike. The author explores key questions such as the impact of political boundaries on the concept of language and the significance of language for citizenship in Eastern Europe in particular. It assesses the quest for recognition and legitimacy among speakers of minority and contested languages and queries the non-recognition of migrant, non-European languages. The book adopts an interdisciplinary approach from a social science perspective and advocates an alternative approach to language policy."--Jacket This book offers a close look at cases of indigenous language revitalization on four continents : Maori in Aotearoa, New Zealand, S̀mi in the Nordic countries, H̨̃h̨̲ in Mexico, and Indigenous languages in Latin America. Contributions by experts from each case are in turn discussed in international perspective by four counterpart experts. Starting from the premise that Indigenous language revitalization is worth doing, the focus here is on HOW to do it, and in particular, the role of schools in that endeavour. Schools alone are not enough to do the job, but in tandem with other social institutions, can be a strategic resource. Indigenous language revitalization is never only about language, but also about the identities and experiences of speakers and communities. The authors advocate for the rights of Indigenous peoples to exercise both voice and choice in determining their own Indigenous language revitalization and education processes Front Matter....Pages i-xvi Introduction: Can Schools Save Indigenous Languages? Policy and Practice on Four Continents....Pages 1-12 Front Matter....Pages 13-13 ‘Out on the fells, I feel like a Sámi’: Is There Linguistic and Cultural Equality in the Sámi School?....Pages 15-41 Top-down and Bottom-up: Counterpoised Visions of Bilingual Intercultural Education in Latin America....Pages 42-65 Māori-medium Education: Current Issues and Challenges....Pages 66-98 Learning with Differences: Strengthening Hñähñö and Bilingual Teaching in an Elementary School in Mexico City....Pages 99-122 Front Matter....Pages 123-123 Revitalization through Indigenous Education: a Forlorn Hope?....Pages 125-135 Commentary from an African and International Perspective....Pages 136-151 Riding the Tiger....Pages 152-160 Schools as Strategic Tools for Indigenous Language Revitalization: Lessons from Native America....Pages 161-179 Back Matter....Pages 180-182 The author presents a new approach to the study of language policy, by focusing on language policy formation and implementation as a dynamic, conflict-laden process involving the interaction of various actors with different motivations and uneven bargaining powers, rather than as a product , examinable post hoc from existing language legislation. This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hñähñö in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts