Sustaining Indigenous Identity Through Language Development: Comparing Indigenous Language Instruction in Two Contexts

2014 ◽  
pp. 139-170
Author(s):  
Carol J. Ward ◽  
David B. Braudt
Keyword(s):  
Language Development ◽  
Language Instruction ◽  
Indigenous Language ◽  
Indigenous Identity

scholarly journals RELAÇÕES INDENTITÁRIAS O ALUNO INDÍGENA NA UNIVERSIDADE

2019 ◽  
Vol 3 (2) ◽  
pp. 86-96
Author(s):  
WELLEN CRYSTINNE SOUSA ◽  
LEILA ADRIANA BAPTAGLIN
Keyword(s):  
Mother Tongue ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Indigenous Identity ◽  
Academic Context ◽  
Indigenous Student ◽  
Languages In Contact ◽  
Palabras Clave

O presente artigo investiga em que situações o aluno indígena faz uso da língua portuguesa ou indígena e como estas influenciam na sua identidade como índio em um contexto acadêmico. Além de compreender como o contato linguístico influência na identidade do aluno indígena em um contexto acadêmico. Fundamentados nas teorias de HALL (1999), CANCLINI (2003), CAVALCANTI (2007). A metodologia é de caráter qualitativo. O estudo apontou a influencia e o domínio da língua portuguesa em relação a língua materna, quanto às línguas indígenas e sua respectiva cultura notamos situações de medo e conflito da perda da identidade e da cultura indígena, mostrou a maneira de como as línguas em contato e o hibridismo cultural em que os sujeitos analisados se encontram influenciam na construção de suas identidades.   PALAVRAS-CHAVE: Identidade; Índio; Não índio; Universidade.     ABSTRACT This article investigates in which situations the indigenous student makes use of the Portuguese or indigenous language and how these influences his identity as an Indian in an academic context. In addition to understanding how the linguistic contact influences the identity of the indigenous student in an academic context. Based on the theories of HALL (1999), CANCLINI (2003), CAVALCANTI (2007). The methodology is qualitative. The study pointed to the influence and dominance of the Portuguese language in relation to the mother tongue. Regarding the indigenous languages and their respective culture, we noted situations of fear and conflict of the loss of indigenous identity and culture, showing how languages in contact and the cultural hybridism in which the analyzed subjects find themselves influence in the construction of their identities.   KEYWORDS: Identity; Indian; Not Indian; University     RESUMEN Este artículo investiga situaciones en las que el estudiante indígena hace uso de la lengua portuguesa, indígenas y cómo influye en su identidad india en un contexto académico. Además de comprender cómo el contacto lingüístico influye en la identidad del alumno indígena en un contexto académico. Basado en las teorías de HALL (1999), CANCLINI (2003), CAVALCANTI (2007). La metodología es cualitativa. El estudio señaló la influencia y el dominio de la lengua portuguesa en relación con la lengua materna. En cuanto a las lenguas indígenas y sus respectivas culturas, observamos situaciones de miedo y conflicto de la pérdida de identidad y cultura indígenas, mostrando cómo las lenguas en contacto y el hibridismo cultural en que los sujetos analizados se encuentran influencian en la construcción de sus identidades.   PALABRAS CLAVE: Identidad; Indio; No Indio; Universidad.  

scholarly journals Taking Care of the Ancestral Language

2013 ◽  
Vol 6 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Erika Katjaana Sarivaara ◽  
Satu Uusiautti
Keyword(s):  
Indigenous People ◽  
Indigenous Communities ◽  
Target Group ◽  
Indigenous Language ◽  
Indigenous Identity ◽  
Language And Culture ◽  
Electoral Register ◽  
New Perspective ◽  
Official Status ◽  
Taking Care

Non-status Sámi are defined as a group of people who are of Sámi descent, but they do not have official Sámi status. The term ‘non-status’ means that they lack the official status of Sámi people because they do not fulfill the criteria of Sáminess, as defined by the Finnish law of the Sámi Parliament, and thus do not belong to the electoral register of the Sámi Parliament. Some of the Non-status Sámi have revitalised the Sámi language and started to use it actively; this was the target group of this study. In this study, ten Non-status Sámi’s narratives were obtained through interviews. The Sámi-speaking Non-status Sámi were divided into two types according to how they locate themselves in Sámi society: (1) conscious Non-status Sámi; and (2) integrative Non-Status Sámi. According to the findings, Sámi-speaking Non-status Sámi identities and locations within the Sámi society are diverse. The study contributes to the discussion of decolonisation a new perspective from Indigenous people who have consciously started to revitalise Indigenous language and culture. Furthermore, the study shows the multidimensional nature of Indigenous identity and sheds light on marginalities in Indigenous communities.

scholarly journals Language and indigeneity

2017 ◽  
Vol 11 (1) ◽  
pp. 13-18
Author(s):  
Joshua Zwisler
Keyword(s):  
North America ◽  
South America ◽  
Language Use ◽  
Language Revitalization ◽  
Indigenous Language ◽  
Language Loss ◽  
Indigenous Identity ◽  
Indigenous Language Revitalization ◽  
Intrinsic Good

Work in indigenous language revitalization often justifies itself along using one of two arguments: the intrinsic good of diversity and the importance of language in constructing indigenous identity. This article examines the second argument, first analyzing modern trends in the conception of indigenous identity and its link to language, and then uses two recent studies in indigenous language loss from South America and North America to determine the role of indigenous language in the production of indigenous identity. The result is that indigenous language serves as a linguistic mechanism of othering – the creation of an out-group with language as the criterion of exclusivity, and as a means of transmitting a romanticized image of indigenous people through indexicalizing such into indigenous language use. However, this article points out that the debate is far from over and that further research is need in the field of indigeneity and language.

scholarly journals Imagining University/Community Collaborations as Third Spaces to Support Indigenous Language Revitalization

2019 ◽  
Vol 21 (4) ◽  
pp. 45-67
Author(s):  
Leisa Desmoulins ◽  
Melissa Oskineegish ◽  
Kelsey Jaggard
Keyword(s):  
Language Learning ◽  
Language Revitalization ◽  
Third Space ◽  
Language Instruction ◽  
Indigenous Language ◽  
Community Based ◽  
Indigenous Language Revitalization ◽  
Development Of Language ◽  
To Come ◽  
Indigenous Educators

This paper explores the development of language instruction programs in universities to support Indigenous language revitalization. Eleven Indigenous educators shared rich insights through interviews. Their visions called for language learning that is functional, inseparable from land-based learning, and within multigenerational learning environments led by Elders. Building on these visions, the authors imagined a third space—an Indigenous-led, in-between space—to discuss the potentialities for universities and local communities to come together. The discussion offers strategies for a third space where universities support language revitalization in communities through co-programming, community-based courses in functional, immersive settings guided by Elders, and an online site for additional supports.

From language learner to language user in English-medium higher education: Language development brokers outside the language classroom

2017 ◽  
Vol 16 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Lia Blaj-Ward
Keyword(s):  
Language Development ◽  
Formal Language ◽  
Language Instruction ◽  
Language Learner ◽  
Fine Tuning ◽  
Full Time ◽  
Structured Interviews ◽  
Language Classrooms ◽  
Language User ◽  
The Uk

This article explores, from within the social constructivist paradigm and drawing on data from twenty-one semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students’ trajectory from language learner to language user. Students from a range of first language backgrounds contributed insights about key people, outside formal language teaching contexts, who supported and resourced their language development. While existing research has tended to focus on formal language instruction settings, this article puts forward insights to inform the fine tuning of language development provision in English-medium instruction (EMI) contexts outside traditional language classrooms, and to contribute to EMI students’ academic and professional success.

scholarly journals Mentoring Secondary Novice Teachers to Develop Academic Language of English Language Learners

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Susan O'Hara ◽  
Joanne Bookmyer ◽  
Robert Pritchard ◽  
Robin Martin
Keyword(s):  
English Language Learners ◽  
Language Development ◽  
Novice Teachers ◽  
Language Learners ◽  
New Teachers ◽  
English Language ◽  
Academic Language ◽  
Practical Knowledge ◽  
Instructional Methods ◽  
Language Instruction

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a major paradigm shift for novices. Implications for mentor and teacher professional development are discussed, as mentors are key to supporting the uptake of dynamic instructional methods needed to enact essential practices. While mentoring is a common strategy for supporting new teachers, few models exist for how mentors can support new teachers with building the academic language development of ELLs. Further, few studies examine mentoring exchanges that can promote teachers’ understanding and practices to support ELL students’ academic language development. Limitations of the study include sample size and use of varied respondent data sets.

scholarly journals Iwi radio in the era of media convergence: The opportunities and challenges of becoming ‘more than radio.’

2019 ◽  
Vol 25 (1&2) ◽  
pp. 139-157 ◽  
Author(s):  
Rufus McEwan
Keyword(s):  
Social Media ◽  
Public Service ◽  
English Language ◽  
Indigenous Language ◽  
Indigenous Identity ◽  
Radio Stations ◽  
The Past ◽  
Service Sectors ◽  
Insight Into ◽  
Media Transformation

Operating for the past 30 years, New Zealand’s 'iwi radio' stations broadcast a mixture of te reo Māori and English language programming throughout the country. The 21 stations that presently operate were established as a strategy to improve upon the severe decline in the indigenous language. As radio stations, each initiative also affords individual Māori groups some autonomy in the mediated protection and promotion of indigenous identity. Collectively represented by Te Whakaruruhau o Ngā Reo Irirangi Māori, the iwi stations stand apart from the highly-consolidated mainstream commercial and public service sectors, but are now similarly confronted with the challenge of a rapidly changing media landscape. Utilising convergence as a prominent, albeit contentious, descriptor of media transformation, this article analyses the response of the iwi radio sector to convergence processes. Initiatives that include the integration of web and social media and the establishment of a networked switching platform to share iwi content highlight parallel opportunities and challenges for the iwi radio stations as they strive to become ‘more than radio’ on limited resourcing. This discussion highlights the experiences of radio practitioners tasked with the preservation and progress of indigenous voices in an era of convergence, providing further contextual insight into contemporary accounts of media transformation, radio and Māori media.

Sign in / Sign up

Export Citation Format

Share Document