Download e-book for iPad: Revitalizing Indigenous Languages by Jon Reyhner

By Jon Reyhner

ISBN-10: 0967055407

ISBN-13: 9780967055404

Revitalizing Indigenous Languages incorporates a choice of papers offered on the 5th Annual Stabilizing Indigenous Languages Symposium "Strategies for Language Renewal and Revitalization" held in Louisville, Kentucky, on could 14-16, 1998. This convention introduced jointly over 100 indigenous language specialists, academics, and neighborhood activists to percentage info on how indigenous languages should be top stored alive. The targets of the Stabilizing Indigenous Languages Symposiums, that have been held every year considering that 1994 are:

  • To assemble American Indian and different indigenous language educators and activists to percentage principles and reviews on tips on how to successfully train American Indian and different indigenous languages out and in of the school room.
  • To supply a discussion board for the alternate of scholarly study on educating American Indian and different indigenous languages.
  • To disseminate via monographs contemporary learn and pondering on most sensible practices to advertise, look after, and shield American Indian and different indigenous languages.

The papers accumulated right here speak about possibilities and hindrances confronted by means of language revitalization efforts, courses and types for selling indigenous languages, the function of writing in indigenous language renewal, and the way new expertise is getting used to assemble indigenous language dictionaries, submit indigenous language fabrics, and hyperlink jointly dispersed indigenous language groups.

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Without a personally meaningful reason for children to learn and use their language, why would we expect them to learn it? Thus, an effective language program design depends on defining meaningful outcomes for the program. Five levels of fluency Five possible levels of fluency can be identified as possible outcomes for language instruction. The same level may not be appropriate as a goal for all learners. • passive: able to understand common words or phrases, with or without deeper comprehension of their meaning • symbolic: able to use common phrases and sentences in formal settings, as symbols of language participation and cultural ownership • functional: able to speak the language, with basic understanding of its syntax, grammar, and rules of usage and a minimal vocabulary • fluent: able to understand and speak the language with confidence and skill, with understanding of normal syntax, grammar and rules of form, and an extensive and growing vocabulary • creative: able to understand and speak the language fluently, in ways that create new word usage and structures, showing a deeper understanding of the language and its potential new uses People who speak a language obviously operate at different levels at different times.

The resources at the Australian languages site include a manual for language workers, laying out a step-by-step procedure for recording and accessing linguistic information on computer. These resources suggest new computer-based possibilities that are made even more interesting with the introduction of the World Wide Web and html as a text format. Internet resources and hypertext Research has increasingly made use of the Internet, and specifically that aspect of the Net referred to as the World Wide Web.

Perhaps equally as important, language instructors should be steadfast in their commitment toward the language program and the all-important goal of producing genuinely fluent speakers. In the case of language learning, this means to always move toward increasing the language speaking ability of each group that follows until the goal of language fluency has been achieved and maintained throughout successive generations. I believe that when I started to direct the language project on the Wind River Reservation I had been imbibed with how to move toward this goal, so I would like to share what helped me to put a language revitalization methodology in place.

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