Schooling, resistance, and American Indian languages
Bibliographic Data
| ID | 4178938 |
|---|---|
| Authors | Teresa L Mccarty (0000-0003-3477-8745, corresponding author) |
| Year | 1998 |
| Volume | 132 |
| Issue | 1 |
| Publication date | 1998-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of the Sociology of Language (JOURNAL) |
| Journal identifiers | ISSN: 0165-2516 • E-ISSN: 1613-3668 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/ijsl.1998.132.27 |
| OpenAlex | W2037283028 |
| Language | EN |
| Citations received | 21 |
Only 20 of the 175 extant indigenous languages in the USA are being transmitted to children. What can be done to turn this Situation around? Some suggest that schools can rescue imperiled indigenous languages; others charge that reliance on schools only transfers responsibility for mothertongue transmission from the necessary domain ofthefamily to secondary or tertiary institutions. Here it is argued that while schools cannot save threatened indigenous languages, recent developments have positioned schools at the center of the arena in which the politics of language are negotiated. This has had profound impacts on local, tribal, and national initiatives in support of indigenous language rights. These issues are examined in light of the history that has shaped the present reality, and in the context of the Navajo Community of Rough Rock, Arizona. Rough Rock illustrates more widespread processes in which schools have come to form a key social structural and organizational nexus for promoting indigenous languages and cultures. If these school-based resources are not used, the remaining negative forces at work will speed the rate of language loss. The implications of this Situation for language planning are considered
Archaeology · Geography · Indigenous · Language planning · Linguistics · Navajo · Pedagogy · Political science · Politics · Public relations · Sociology · Educator Training and Historical Pedagogy · Engineering · Indigenous Cultures and Socio-Education · Law · Multilingual Education and Policy
Bilingual Education for All
Indigenous Language Revitalisation and Globalisation
Bilingual/bicultural schooling and indigenous students
Language policy, language education, language rights
When Tribal Sovereignty Challenges Democracy
Language Policy
Language Standardization ‘from Above’
The Cambridge Handbook of Language Standardization
(0) Years Out and Counting
The Language Planning Situation in Ireland
Grassroots Suggestions for Linking Native-Language Learning, Native American Studies, and Mainstream Education in Reservation Schools with Mixed Indian and White Student Populations
Bilingual Education in Rural Schools with Native and Non-Native Students
Revitalising Indigenous Languages in Homogenising Times
Em busca de conforto lingüístico e metodológico no Acre indígena
Sounding American”
Culture and Language Revitalization, Maintenance, and Development In Mexico
Analysis of language policy discourses across the scales of space and time
Redefining the Ojibwe Classroom
Prospects for the Survival of the Navajo Language
Some Recent Trends in the Linguistic Anthropology of Native North America
Ownership of Language in Yucatec Maya Revitalization Pedagogy
| Unique citing works | 21 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 1998 - 2021 (24) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 16 |