scholarly journals Language is land, land is language: The importance of Indigenous languages

2021 ◽  
pp. 194277862110228
Author(s):  
Susan Chiblow ◽  
Paul J. Meighan
Keyword(s):  
Traditional Ecological Knowledge ◽  
Lived Experiences ◽  
Language Immersion ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Ecological Knowledge ◽  
Scottish Gaelic ◽  
Starting Point ◽  
Ojibwe Language ◽  
Humanitarian Crises

This collaborative opinion piece, written from the authors’ personal perspectives (Anishinaabe and Gàidheal) on Anishinaabemowin (Ojibwe language) and Gàidhlig (Scottish Gaelic language), discusses the importance of maintaining and revitalizing Indigenous languages, particularly in these times of climate and humanitarian crises. The authors will give their personal responses, rooted in lived experiences, on five areas they have identified as a starting point for their discussion: (1) why Indigenous languages are important; (2) the effects of colonization on Indigenous languages; (3) the connections/responsibilities to the land, such as Traditional Ecological Knowledge (TEK), embedded in Indigenous languages; (4) the importance of land-based learning and education, full language immersion, and the challenges associated with implementing these strategies for Indigenous language maintenance and revitalization; and (5) where we can go from here.

Language Revitalization in Kindergarten

2018 ◽  
pp. 570-591
Author(s):  
Apay Tang
Keyword(s):  
Language Immersion ◽  
Indigenous Language ◽  
Proficiency Tests ◽  
Immersion Program ◽  
Language And Culture ◽  
Qualified Teachers ◽  
Online Documentation ◽  
Starting Point ◽  
Language Classes ◽  
Group Interviews

This study explores whether a Truku Seediq kindergarten immersion program in Taiwan has contributed to stemming indigenous language erosion. The preliminary results suggest areas for improvement in the ongoing project, and may serve as a starting point for future preschool indigenous language immersion programs. The project centers on five activities: (1) weekly culture-based language classes, (2) bimonthly teachers’ empowerment workshops, (3) online documentation of teaching processes and activities, (4) advisory visits and evaluations, and (5) development of pedagogical materials. Data were collected through focus group interviews, observations, advisory visits, and proficiency tests. The results show both that the immersion program improves the children’s proficiency and that it faces obstacles: lack of qualified teachers proficient in the language and culture-based teaching, insufficient hours of immersion and co-teaching with elders, imperfect communication in the administrative system, obstacles to collaboration with families and communities, and lack of effective pedagogical materials and proficiency tests.

Revitalizing indigenous languages through indigenous immersion education

2014 ◽  
Vol 2 (2) ◽  
pp. 303-322 ◽  
Author(s):  
Mary Hermes ◽  
Keiki Kawai'ae'a
Keyword(s):  
Research Agenda ◽  
Heritage Language ◽  
Language Education ◽  
Language Immersion ◽  
Language Learner ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Cultural Traditions ◽  
Language Identity ◽  
Immersion Education

This article provides a context for understanding indigenous immersion education and the issues surrounding the model as a critical strategy for revitalization of indigenous languages. Through articulating narratives and drawing on literatures internationally, an image of indigenous language education models emerges. Inspired by strong heritage language learner identities, program models are shaped around building family and community relationships, revitalizing cultural traditions and practices, and re-establishing indigenous language identity in its homeland. Indigenous language immersion models vary as they are developed in vastly different contexts. Three distinct contexts — Ojibwe, Māori, and Hawaiian — are described to illustrate the diversity and range of models. The article closes with some reflections from practice that will provide a context for building a research agenda to advance the revitalization of indigenous languages through immersion.

scholarly journals Ka’ux

2018 ◽  
Vol 8 (3) ◽  
pp. 127-143
Author(s):  
Alfonsina Arriaga-Jiménez ◽  
Citlali Pérez-Díaz ◽  
Sebastian Pillitteri
Keyword(s):  
Young People ◽  
Nous Avons ◽  
Traditional Ecological Knowledge ◽  
Natural Environment ◽  
Biodiversity Loss ◽  
Indigenous Languages ◽  
English Abstract ◽  
Ecological Knowledge ◽  
Structured Interviews ◽  
Ethnographic Approach

English Abstract:The community of Tlahuitoltepec, in the Sierra Mixe of Oaxaca, is losing Traditional Ecological Knowledge due to socially driven changes in its natural environment. Mixe is one of the 69 indigenous languages spoken in Oaxaca, and is spoken almost exclusively in Tlahuitoltepec. Using an ethnographic approach, with loosely structured interviews among key members of the community, we analyzed the theory that biodiversity loss is linked to the loss of indigenous languages and traditional ecological knowledge. Our findings show that certain words in Mixe, used to refer to animals that are no longer observed in the community or its surroundings, are not well known by young people. The case of Ka’ux reflects what happens to traditional ecological knowledge and to an indigenous language when biodiversity is lost.Spanish Abstract:La comunidad de Tlahuitoltepec, en la Sierra Mixe de Oaxaca, pierde conocimiento ecológico tradicional debido a cambios sociales en su ambiente natural. El Mixe es una de las 69 lenguas indígenas habladas en Oaxaca, y es hablado casi exclusivamente en Tlahiutoltepec. Aplicando un enfoque etnográfico, con entrevistas semiestructuradas a miembros clave de la comunidad, analizamos la teoría sobre si la pérdida de biodiversidad se relaciona con la pérdida de lenguas indígenas y conocimiento ecológico tradicional. Nuestros resultados muestran que algunas palabras mixes usadas para nombrar animales que ya no se observan en la comunidad o sus alrededores, no son bien conocidas por la gente joven. El caso de Ka’ux refleja que ocurre con el conocimiento ecológico tradicional y a las lenguas indígenas cuando la biodiversidad desaparece.French Abstract:La communauté de Tlahuitoltepec, dans la Sierra mixe d’Oaxaca, perd ses connaissances écologiques traditionnelles en raison de changements sociaux dans son environnement naturel. Le mixe est l’une des soixante-neuf langues indigènes parlées à Oaxaca et elle est parlée presque exclusivement à Tlahuitoltepec. En utilisant une approche ethnographique, avec des entretiens semi-structurés parmi les membres clés de la communauté, nous avons analysé la théorie selon laquelle la biodiversité est liée à la perte des langues autochtones et des connaissances écologiques traditionnelles. Nos résultats montrent que certains mots en mixe utilisés pour désigner des animaux qui ne sont plus observés dans la communauté ou ses environs ne sont pas bien connus des jeunes. Le cas de Ka’ux reflète l’impact de la perte de biodiversité sur les connaissances écologiques traditionnelles et sur une langue autochtone.

“Standard-Setting Instruments Promoting Multilingualism”: Launch of the United Nations International Year of Mother Languages—UNESCO, Paris, February 21, 2008

2008 ◽  
Vol 15 (4) ◽  
pp. 433-436
Author(s):  
Janet Blake
Keyword(s):  
United Nations ◽  
Traditional Ecological Knowledge ◽  
Environmental Sustainability ◽  
Standard Setting ◽  
Indigenous Languages ◽  
Endangered Languages ◽  
Ecological Knowledge ◽  
Lead Agency ◽  
The United Nations

UNESCO launched the United Nations (UN) International Year of Languages on February 21, 2008, International Mother Language Day, with an information workshop entitled “Standard-setting Instruments Promoting Multilingualism.” UNESCO is the lead agency for carrying out activities related to the international year in view of its extensive work in the area of promoting multilingualism (in education and cyberspace, for example), safeguarding endangered languages, and supporting indigenous languages linked with traditional ecological knowledge and environmental sustainability. The international year is accompanied by the slogan “languages matter!” and this reflects the wider context within which it and its related activities have been conceived.

scholarly journals Traditional Ecological Knowledge in Restoration Ecology: A Call to Listen Deeply, to Engage with, and Respect Indigenous Voices

2021 ◽  
Author(s):  
Jake M. Robinson ◽  
Nick Gellie ◽  
Danielle MacCarthy ◽  
Jacob G. Mills ◽  
Kim O'Donnell ◽  
...  
Keyword(s):  
Traditional Ecological Knowledge ◽  
Restoration Ecology ◽  
Ecological Knowledge ◽  
Indigenous Voices

Integrating traditional ecological knowledge into academic research at local and global scales

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Ulysses Paulino Albuquerque ◽  
David Ludwig ◽  
Ivanilda Soares Feitosa ◽  
Joelson Moreno Brito de Moura ◽  
Paulo Henrique Santos Gonçalves ◽  
...  
Keyword(s):  
Traditional Ecological Knowledge ◽  
Academic Research ◽  
Ecological Knowledge

scholarly journals Language Legislation and Policy in the uk and Ireland: Different Aspects of Territoriality in a ‘Celtic’ Context

2016 ◽  
Vol 23 (4) ◽  
pp. 454-484 ◽  
Author(s):  
Robert Dunbar
Keyword(s):  
United Kingdom ◽  
Language Policy ◽  
Indigenous Languages ◽  
Scottish Gaelic ◽  
The United Kingdom ◽  
Language Legislation ◽  
The Uk

In spite of the long-term dominance in Britain and Ireland of English, other indigenous languages continue to be spoken, and in relatively recent years several of those languages have benefited not only from a more coherent and supportive language policy but also from significant language legislation. One of the interesting features of these other indigenous languages is that, although strongly associated with rural ‘heartlands’ in the particular jurisdictions with which they are associated, they are also spoken in other parts of those jurisdictions, and, indeed, in other parts of the United Kingdom and Ireland. In this article, the ways in which the concept of territoriality has impacted upon legislation and on broader policy for two of these languages, Irish and Scottish Gaelic, will be considered.

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