Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on long-term collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language policies against the fluorescence of contemporary community-driven efforts to revitalize threatened mother tongues. Here, readers will meet those who are on the frontlines of Native American language revitalization every day. As their efforts show, even languages whose last native speaker is gone can be reclaimed through family-, community-, and school-based language planning. Offering a critical-theory view of language policy, and emphasizing Indigenous sovereignties and the perspectives of revitalizers themselves, the book shows how language regenesis is undertaken in social practice, the role of youth in language reclamation, the challenges posed by dominant language policies, and the prospects for Indigenous language and culture continuance current revitalization efforts hold.
In terms of both the breadth and depth of scholarship Teresa L. McCarty's Language Planning and Policy in Native America is an extraordinary contribution. The work of those in Native language revitalization, the perspectives of a number of academic disciplines as well as education and Native language policy development are uniquely and artfully brought together in this volume by a scholar whose career has had significant involvement and contribution in each area.
Teresa L. McCarty is the George F. Kneller Chair in Education and Anthropology at the University of California, Los Angeles, and the Alice Wiley Snell Professor Emerita of Education Policy Studies at Arizona State University. An educational anthropologist and applied linguist, she has worked with Indigenous education programs throughout North America. Her books include A Place To Be NavajoâRough Rock and the Struggle for Self-Determination in Indigenous Schooling (2002); Language, Literacy, and Power in Schooling (2005); 'To Remain an Indian': Lessons in Democracy from a Century of Native American Education (with K. T. Lomawaima, 2006), and Ethnography and Language Policy (Routledge, 2011).
Dedication
Statement by Miami Tribe of Oklahoma Chief Thomas Gamble
Foreword by Richard E. Littlebear
Acknowledgements
Preface
1. Contextualizing Native American LPP: Legal-Political, Demographic, and Sociolinguistic Foundations
2. Conceptualizing Native American LPP: Critical Sociocultural Foundations
3. Native American Languages In and Out of the Safety Zone, 1492-2012
4.Indigenous Literacies, Bilingual Education, and Community Empowerment: The Case of Navajo
5. Language Regenesis in Practice
6. Language in the Lives of Indigenous Youth
7. Planning Language for the Seventh Generation
Appendix
References
Index