Designing Indigenous Language Revitalization

References

1. Amery, R. (2009). Phoenix or relic? Documentation of languages with revitalization in mind. Language Documentation & Conservation, 3(2), 138-148.Phoenix or relic? Documentation of languages with revitalization in mind. Language Documentation & Conservation 3:138–148.
2. Archibald, J. (1990). Coyote's story about orality and literacy. Canadian Journal of Indian Education, 17(2), 66-81.Coyote's story about orality and literacy. Canadian Journal of Indian Education 17:66–81.
3. Bang, M. (2008). Understanding students’ epistemologies: Examining practice and meaning in community contexts. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.
4. Bang, M., Marin, A., Faber, L., & Suzukovich III, E. (in press). Repatriating indigenous technologies in an urban Indian community. Urban Education.
5. Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008-1026.Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education 94:1008–1026.
6. Bang, M., Medin, D., Washinawatok, K., & Chapman, S. (2010). Innovations in culturally-based science education through partnerships and community. In M. Khine & I. Saleh (Eds.), New science of learning: Cognition, computers and collaboration in education (pp. 569-592). New York: Springer.New science of learning: Cognition, computers and collaboration in education, pp 569–592.
7. Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Saskatchewan, Canada: Apamuwek Institute.Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations.
8. Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15-42.Design research: Theoretical and methodological issues. Journal of the Learning Sciences 13:15–42.
9. Cornelius, C. (1999). Iroquois corn in a culture-based curriculum: A framework for respectfully teaching about cultures. Albany: State University of New York Press.Iroquois corn in a culture-based curriculum: A framework for respectfully teaching about cultures.
10. Cotter, C. (2002). Review of Irish Now! Language Learning and Technology, 6(2), 34-40.Review of Irish Now! Language Learning and Technology 6:34–40.
11. Dance, L. J., Gutiérrez, R., & Hermes, M. (2010). More like jazz than classical: Reciprocal interactions among educational researchers and respondents. Harvard Educational Review, 80(3), 327-352.More like jazz than classical: Reciprocal interactions among educational researchers and respondents. Harvard Educational Review 80:327–352.
12. Deloria, V., Deloria, B., Foehner, K., & Scinta, S. (1999). Spirit & reason: the Vine Deloria, Jr., reader. Golden, CO: Fulcrum Publishing.Spirit & reason: the Vine Deloria, Jr., reader.
13. Deloria, V., & Wildcat, D. (2001). Power and place: Indian education in America. Golden, CO: Fulcrum.Power and place: Indian education in America.
14. Demmert, W., & Towner, J. (2003). A review of the research literature on the influences of culturally based education on the academic performance of Native American students. Portland, OR: Northwest Regional Educational Laboratory.A review of the research literature on the influences of culturally based education on the academic performance of Native American students.
15. diSessa, A. A., & Cobb, P. (2004). Ontological innovation and the role of theory in design experiments. Journal of the Learning Sciences, 13(1), 77-103.Ontological innovation and the role of theory in design experiments. Journal of the Learning Sciences 13:77–103.
16. Dyson, L. E., Hendriks, M. A. N., & Grant, S. (2007). Information technology and indigenous people. Hershey, PA: Information Science Publishing.Information technology and indigenous people.
17. Edelson, D. C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105-121.Design research: What we learn when we engage in design. Journal of the Learning Sciences 11:105–121.
18. Eisenlohr, P. (2004). Language revitalization and new technologies: Cultures of electronic mediation and the refiguring of communities. Annual Review of Anthropology, 33, 21-45.Language revitalization and new technologies: Cultures of electronic mediation and the refiguring of communities. Annual Review of Anthropology 33:21–45.
19. Erikson, F., & Mohatt, G. (1982). Cultural organization of Joe structures in two classrooms of Indian students. In G. Spindler (Ed.), Doing the ethnography of schooling (pp. 132-174). New York: Holt, Rinehart & Winston.Doing the ethnography of schooling, pp 132–174.
20. Fishman, J. A. (1991). Reversing language shift. London: Multilingual Matters.Reversing language shift.
21. Fishman, J. A. (Ed.). (2000). Can threatened languages be saved? Reversing language shift revisited: A 21st century perspective. London: Multilingual Matters.Can threatened languages be saved? Reversing language shift revisited: A 21st century perspective.
22. Francis, N., & Gomez, P. (2009). Documentation and language learning: Separate agendas or complementary tasks? Language Documentation and Conservation, 3(2), 176-191.Documentation and language learning: Separate agendas or complementary tasks? Language Documentation and Conservation 3:176–191.
23. Gardner, H. (2009, May-June). Personalized education: A quantum leap in learning will allow everyone to go to the head of the class. Foreign Policy, 172, 86.Personalized education: A quantum leap in learning will allow everyone to go to the head of the class. Foreign Policy 172:86.
24. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Bristol, PA: Taylor & Francis.Social linguistics and literacies: Ideology in discourses.
25. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.Situated language and learning: A critique of traditional schooling.
26. Ginsburg, F. D. (2007). Rethinking documentary in the digital age. Cinema Journal, 46(1), 128-133.Rethinking documentary in the digital age. Cinema Journal 46:128–133.
27. Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654.Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal 40:619–654.
28. Gutiérrez, K. D., & Vossoughi, S. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1-2), 100-117.Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education 61:100–117.
29. Hawkins, M. (Ed.). (2004). Language learning and teacher education: A socio-cultural approach. Tonawanda, NY: Multilingual Matters.Language learning and teacher education: A socio-cultural approach.
30. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. New York: Cambridge University Press.Ways with words: Language, life and work in communities and classrooms.
31. Henze, R., & Vanett, L. (1993). To walk in two worlds—or more? Challenging a common metaphor of Native education. Anthropology and Education Quarterly, 24(2), 116-134.To walk in two worlds—or more? Challenging a common metaphor of Native education. Anthropology and Education Quarterly 24:116–134.
32. Hermes, M. R. (1995). Making culture, making curriculum: Teaching through meanings and identities at an American Indian tribal school. Unpublished doctoral dissertation, University of Wisconsin-Madison.
33. Hermes, M. (2005). Ma’iingan is just a mis-spelling of the word wolf’: Ojibwe language and culture in the context of schooling. Anthropology and Education, 36 (1), 43-56.Ma’iingan is just a mis-spelling of the word wolf’: Ojibwe language and culture in the context of schooling. Anthropology and Education 36:43–56.
34. Hermes, M. (2007). Moving toward the language: Reflections on teaching in an indigenous-immersion school. Journal of American Indian Education, 46(3), 54-71.Moving toward the language: Reflections on teaching in an indigenous-immersion school. Journal of American Indian Education 46:54–71.
35. Hermes, M. (Executive producer). (2010). Ojibwemodaa! Learn Ojibwe now. Nashua, NH: Transparent Language; Hayward, WI: Grassroots Indigenous Multimedia. Retrieved from http://www.grassrootsindigenousmultimedia.org http://www.grassrootsindigenousmultimedia.org
36. Hermes, M. (2012). Indigenous language revitalization and documentation in the United States: Collaboration despite colonialism. Language and Linguistics Compass, 6(3), 131-142.Indigenous language revitalization and documentation in the United States: Collaboration despite colonialism. Language and Linguistics Compass 6:131–142.
37. Hermes, M., & King, K. (in press). Ojibwe language revitalization, multimedia technology and family language learning. Language Learning and Technology.
38. Hinton, L. (February 2009). Language revitalization at home. Paper presented at the International Conference on Language Documentation and Conservation, Honolulu. Retrieved from http://scholarspace.manoa.hawaii.edu/handle/10125/10612 http://scholarspace.manoa.hawaii.edu/handle/10125/10612
39. Hinton, L., & Hale, K. L. (Eds.). (2001). The green book of language revitalization in practice. San Diego: Academic Press.The green book of language revitalization in practice.
40. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.Context and culture in language teaching.
41. Krauss, M. (1998). The condition of Native North American languages: The need for realistic assessment and action. International Journal of the Sociology of Language, 132(1), 9-22.The condition of Native North American languages: The need for realistic assessment and action. International Journal of the Sociology of Language 132:9–22.
42. Larsen-Freeman, D., & Freeman, D. (2008). Language moves: The place of “foreign” languages in classroom teaching and learning. Review of Research in Education, 32(1), 147-186.Language moves: The place of “foreign” languages in classroom teaching and learning. Review of Research in Education 32:147–186.
43. Lippert, C. J. “Location of all Anishinaabe Reservations/Reserves in North America, with diffusion rings about communities speaking an Anishinaabe language. Cities with Anishinaabe population also shown. (Rev. 3)” 2007-04-18. Adapted from the Wikimedia Commons file, “File: Anishinaabewaki.jpg,” at http://commons.wikimedia.org/wiki/File:Anishinaabewaki.jpg http://commons.wikimedia.org/wiki/File:Anishinaabewaki.jpg
44. Maffi, L. (2003). The “business” of language endangerment: Saving languages or helping people keep them alive? In H. Tonkin & T. Reagan (Eds.), Language in the twenty-first century: Selected papers of the millennial conferences of the Center for Research and Documentation on World Language Problems (pp. 67-86). Amsterdam: John Benjamins.Language in the twenty-first century: Selected papers of the millennial conferences of the Center for Research and Documentation on World Language Problems, pp 67–86.
45. Maffi, L. (2005). Linguistic, cultural and biological diversity. Annual Review of Anthropology, 34(29), 599-638.Linguistic, cultural and biological diversity. Annual Review of Anthropology 34:599–638.
46. Maffi, L. (2011). The case for linguistic diversity. Terralingua Landscape, 8(2).The case for linguistic diversity. Terralingua Landscape 8.
47. McCarty, T. L. (2003). Revitalising Indigenous languages in homogenising times. Comparative Education, 39(2), 147-163.Revitalising Indigenous languages in homogenising times. Comparative Education 39:147–163.
48. McCarty, T. L. (2009). The impact of high-stakes accountability policies on Native American learners: Evidence from research. Teaching Education, 20(1), 7-29.The impact of high-stakes accountability policies on Native American learners: Evidence from research. Teaching Education 20:7–29.
49. Meek, B. (2011). Failing American Indian languages. American Indian Culture and Research Journal, 35(2), 43-60.Failing American Indian languages. American Indian Culture and Research Journal 35:43–60.
50. Moore, R. E. (2006). Disappearing, Inc.: Glimpsing the sublime in the politics of access to endangered languages. Language and Communication, 26(3-4), 296-315.Disappearing, Inc.: Glimpsing the sublime in the politics of access to endangered languages. Language and Communication 26:296–315.
51. Mühlhäusler, P. (1996). Linguistic ecology: Language change and linguistic imperialism in the Pacific region. London: Routledge.Linguistic ecology: Language change and linguistic imperialism in the Pacific region.
52. Nelson, M. (2002). Introduction: Indigenous language revitalization. Revision, 25(2), 3-4.Introduction: Indigenous language revitalization. Revision 25:3–4.
53. Nielson, K. B. (2011). Self-study with language learning software in the workplace. Language Learning and Technology, 15(3), 110-129.Self-study with language learning software in the workplace. Language Learning and Technology 15:110–129.
54. Penfield, S., Serratos, A., Tucker, B., Flores, A., Harper G., Hill, J., & Vasquez, N. (2008). Small languages and small language communities. International Journal of Sociology, 191, 187-202.Small languages and small language communities. International Journal of Sociology 191:187–202.
55. Peter, L. (2007). “Our beloved Cherokee”: A naturalistic study of Cherokee preschool language immersion. Anthropology and Education Quarterly, 38(4), 323-342.“Our beloved Cherokee”: A naturalistic study of Cherokee preschool language immersion. Anthropology and Education Quarterly 38:323–342.
56. Phillips, S. (1972). Participant structures and communicative competence: Warm Springs children in community and classrooms. In C. Cazden, V. Johm, & D. Hymes (Eds.), Functions of language in the classroom (pp. 370-394). New York: Teachers College Press.Functions of language in the classroom, pp 370–394.
57. Reyhner, J. A., & Lockard, L. (Eds.). (2009). Indigenous language revitalization: Encouragement, guidance and lessons learned. Flagstaff: Northern Arizona University Press.Indigenous language revitalization: Encouragement, guidance and lessons learned.
58. Richardson, T. (2011). Navigating the problem of inclusion as enclosure in Native culture-based education: Theorizing shadow curriculum. Curriculum Inquiry, 41(3), 332-349.Navigating the problem of inclusion as enclosure in Native culture-based education: Theorizing shadow curriculum. Curriculum Inquiry 41:332–349.
59. Salazar, J. F. (2002). Activismo Indígena en América Latina: Estrategias para una construcción cultural de tecnologías de información y comunicación. Journal of Iberian and Latin American Studies, 8(2), 61-79.Activismo Indígena en América Latina: Estrategias para una construcción cultural de tecnologías de información y comunicación. Journal of Iberian and Latin American Studies 8:61–79.
60. Salazar, J. F. (2007). Indigenous Peoples and the Cultural Constructions of Information and Communication Technology (ICT) in Latin America. In L. E. Dyson, M. Hendricks, & S. Grant (Eds.), Information Technology and Indigenous People. (pp. 14-26). Hershey, PA: Information Science Publishing.Information Technology and Indigenous People, pp 14–26.
61. Sandoval, W. A. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist, 39(4), 213-223.Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist 39:213–223.
62. Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum.The language of schooling: A functional linguistics perspective.
63. Skutnabb-Kangas, T. (2008). Linguistic genocide in education—or worldwide diversity and human rights? Delhi, India: Orient Blackswan.Linguistic genocide in education—or worldwide diversity and human rights?.
64. Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.Decolonizing methodologies: Research and indigenous peoples.
65. Srinivasan, R., Becvar, K. M., Boast, R., & Enote, J. (2010). Diverse knowledges and contact zones within the digital museum. Science, Technology & Human Values, 35(5), 735.Diverse knowledges and contact zones within the digital museum. Science, Technology & Human Values 35:735.
66. Tippeconnic III, J. (1999). Tribal control of American Indian education: Observations since the 1960s with implications for the future. In K. Swisher & J. Tippeconnic (Eds.), Next steps: Research and practice to advance Indian education (pp. 3-52). Washington, DC: Office of Educational Research and Improvement. (ERIC Document # ED 427 902)Next steps: Research and practice to advance Indian education, pp 3–52.
67. Tippeconnic, J. W. (2000). Reflecting on the past: Some important aspects of Indian education to consider as we look toward the future. Journal of American Indian Education, 39(2), 39-47.Reflecting on the past: Some important aspects of Indian education to consider as we look toward the future. Journal of American Indian Education 39:39–47.
68. Treuer, A. (Ed.). (2001). Living our language: Ojibwe tales and oral histories. St. Paul: Minnesota Historical Society Press.Living our language: Ojibwe tales and oral histories.
69. Turkle, S., & Papert, S. (1990). Epistemological pluralism: Styles and voices within the computer culture. Signs, 16(1), 128-157.Epistemological pluralism: Styles and voices within the computer culture. Signs 16:128–157.
70. Vizenor, G. R. (2008). Survivance: narratives of Native presence. University of Nebraska Press.Survivance: narratives of Native presence.
71. Wilensky, U. (1991). Abstract mediations on the concrete and concrete implications for mathematics education. In I. Harel & S. Papert (Eds.), Constructionism (pp. 193-204). Norwood, NJ: Ablex.Constructionism, pp 193–204.
72. Wilson, W., & Kamana, K. (2001). Mai loko mai o ka ‘i'ni: Proceeding from a dream, the ’Aha Punana Leo connection in Hawaiian language revitalization. In L. Hinton & K. Hale (Eds.), The green book of language revitalization in practice (pp. 147-176). San Diego: Academic Press. The green book of language revitalization in practice, pp 147–176.