1. education

ED 577-001
Indigenous Education and Language Revitalization
Professor Nancy H. Hornberger
Mondays 12-2, Education 322
Spring 2015
1
SYLLABUS
Office: Room 334, 8-7957, [email protected]
Appts: Please call Mary Schlesinger at 8-3245
Background and Organization of the Course
The course examines Indigenous education and language revitalization from an
international perspective, considering questions such as: What are the policies, ideologies
and discourses that wax & wane in relation to the history of Indigenous education? How
have endangerment discourses been taken up in Indigenous language revitalization? What
are the roles of pan-Indigenous and international organizations and of foreign donors?
What does decolonizing and Indigenizing schooling look like across different contexts?
How do Indigenous epistemologies, ways of knowing, being and relating influence
education? What does culturally and linguistically relevant schooling mean in Indigenous
contexts? How do Indigenous education and language revitalization interact with
interculturalism/multiculturalism? What are the roles of communities in language
revitalization and educational processes?
My vision for this seminar course is that it will be very much a co-constructed
exploration. The core of the course and primary basis for your grade are the readings and
weekly discussions. We will have a discussion board on our website and each student is
asked to post a discussion question each week, based on the readings. Students will also
be asked to lead class discussion right from the beginning of the course. I expect a high
level of commitment and responsibility from each student enrolled.
There will be two written assignments, which together account for about a third of your
grade. One will be an autobiographical statement of no more than 5 double-spaced pages,
describing how you became interested in Indigenous education and language
revitalization and how you hope to use what you learn in this course. The other will be a
somewhat longer piece, no more than 10 double-spaced pages or equivalent, on a specific
Indigenous language case of your choice. For this assignment, you may choose to write a
policy brief, a research proposal, OR an educational plan, depending on your interests
and on the particular case (see below).
Topics and calendar:
Jan 14
Introduction
Jan 26
Can schools save Indigenous Languages?
Feb 2 & 9 Research methodologies in Indigenous education contexts
Feb 16
Immersion/master-apprentice programs for Indigenous language
revitalization
Feb 23
Teacher education for Indigenous education and language revitalization
Mar 2
Orthography & materials development in Indigenous language education
Mar 16
Indigenous (language) rights and Indigenous education
Mar 23
Indigenous identity, language and education
Mar 30
Indigenous knowledge, language and education
Apr 6
Catch up
Apr 13
Higher education and Indigenous language revitalization
Apr 20 & 27 Project presentations in class
ED 577-001
Indigenous Education and Language Revitalization
Spring 2015
2
Assignments:
Discussion questions: There will be a discussion thread for each week’s topic on our
class website. Please each post a discussion question each week by 9 pm on the Friday
before class.
Discussion facilitation: You will each be responsible for facilitating class discussion
once during the semester, in pairs. Details on sign-up to follow.
Autobiographical statement – 10% of the course grade
Due 23 January on Canvas and 26 January in class (hard copy)
We will read each other’s statements and spend some class time in pair exchange and
discussion. I will send each of you individual comments, but will not ‘grade’ these
statements, except in the sense of giving you each full credit for having written
thoughtful and meaningful statements.
Project, presented orally and in writing – 25% of the course grade
Outline/abstracts due 23 February, in class and on Canvas
Oral presentations in class on 20 & 27 April
Written version due 30 April, on Canvas and in hard copy in my mailbox. 10 doublespaced pages or equivalent.
Your choice of one of the following three formats:
Policy brief
Historical background and sociolinguistic context for the case
Current policy affecting Indigenous education and language revitalization
Recommendations, including both goals/rationale and means (i.e. steps or strategies)
Research proposal
Statement of problem including background and context
Conceptual framework, citing both theoretical literature and other similar cases/studies
Proposed research, including setting, participants, methods of data collection and
analysis, your positionality
Educational plan
Historical background and sociolinguistic context for the case
Specific educational setting for which your plan is designed – school or other site,
stakeholders involved, description of existing program (if any), reasons why a plan is
needed
Your plan: the design, including goals; steps for implementing and evaluating it
Grade is based on: Weekly discussion questions, discussion facilitation and participation
in class (65 %). Autobiography (10%). Project (25%). Please note that
‘participation’ in class does not necessarily mean you talk a lot, although thoughtful
talk is always welcome – it also has to do with the quality of your presence and
attention.
ED 577-001
Indigenous Education and Language Revitalization
Spring 2015
3
Core texts:
Aikman, Sheila (1999). Intercultural Education and Literacy: An Ethnographic Study of
Indigenous Knowledge and Learning in the Peruvian Amazon. John Benjamins.
Berryman, Mere, Suzanne Soohoo, and Ann Nevin, eds. (2013). Culturally Responsive
Methodologies. Emerald Group.
Hornberger, Nancy H., ed. (1996). Indigenous Literacies in the Americas: Language
Planning from the Bottom Up. Mouton de Gruyter.
Hornberger, Nancy H., ed. (2008). Can Schools Save Indigenous languages? Policy and
Practice on Four Continents. Palgrave Macmillan.
McCarty, Teresa L. (2002). A Place To Be Navajo--Rough Rock and the Struggle for
Self-Determination in Indigenous Schooling. Erlbaum.
Smith, Linda T. (2012). Decolonizing Methodologies: Research and Indigenous Peoples.
Zed.
Wyman, Leisy T. (2011). Youth Culture and Linguistic Survivance. Multilingual Matters.
Journal special issues (from which we’ll read selections):
Hamel, R. E. (1997). Linguistic Human Rights from a Sociolinguistic Perspective.
International Journal of the Sociology of Language 127.
Henze, R. and K. A. Davis (1999). Authenticity and Identity: Lessons from Indigenous
Language Education. Anthropology and Education Quarterly 30(1).
Hornberger, N. H. and T. L. McCarty (2012). Globalization from the Bottom up:
Indigenous Language Planning and Policy across Time, Space, and Place.
International Multilingual Research Journal 6(1).
McCarty, T., Borgoiakova, T., Gilmore, P., Lomawaima, K. T., & Romero, M. E. (2005).
Indigenous Epistemologies and Education -- Self-Determination, Anthropology, and
Human Rights. Anthropology and Education Quarterly, 36(1).
Ndimande-Hlongwa, N. and R. Wildsmith-Cromarty, eds. (2010). Multilingualism for
Access, Language Development and Language Intellectualization. Alternation 17(1).
479 pages. Available for free download at http://alternation.ukzn.ac.za/docs
Cases to be considered (with some possible international & North American pairs):
Maori & California Native
Quechua & Navajo
Guarani & Mexican Indigenous languages
Sámi & Hawaiian
Kwara’ae & Yup’ik
Arakmbut/Amazonian languages & Cochiti
SeSotho & isiZulu (in South Africa)
Other cases to be nominated by class participants
ED 577-001
Indigenous Education and Language Revitalization
Spring 2015
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TOPICS AND READINGS
Reading: The syllabus includes only a selection of the texts provided in the longer
reading lists (to be posted on the website). The plan is to give the texts listed on the
syllabus close attention, while the longer lists include sufficient references to place the
topics in broader context as well as to facilitate further study for those interested,
including sources for the course assignments.
TOPIC 1: Can schools save Indigenous languages?
What are the (top-down and bottom-up) policies, ideologies and discourses that wax &
wane in relation to the history of Indigenous education? How have endangerment
discourses been taken up in Indigenous language revitalization? What are the roles of
pan-Indigenous and international organizations and of foreign donors? What are the roles
of communities in language revitalization and educational processes?
Basic reading
BOOK: Hornberger, Nancy H., ed. (2008). Can Schools Save Indigenous languages?
Policy and Practice on Four Continents. Palgrave Macmillan.
Further reading
Hornberger, N. H. and T. L. McCarty (2012). Globalization from the Bottom up:
Indigenous Language Planning and Policy across Time, Space, and Place.
International Multilingual Research Journal 6(1).
Fishman, J. (1991). Theoretical recapitulation: What is reversing language shift (RLS)
and how can it succeed? Reversing Language Shift. J. Fishman. Clevedon,
Multilingual Matters: 381-419.
Moore, R. E., et al. (2010). Counting the losses: numbers as the language of language
endangerment. Sociolinguistic Studies 4(1): 1-26.
Romaine, S. (2006). Planning for the survival of linguistic diversity. Language Policy, 5,
441-473.
TOPIC 2: Research methodologies in Indigenous education contexts
What non-Western voices are represented in academia and how? What methodological
rich points arise in research in Indigenous education contexts? What methodological
responses have been proposed and developed?
Basic reading
BOOK: Smith, Linda Tuhiwai (2012) Decolonizing Methodologies: Research and
Indigenous Peoples. Zed Books (2nd edition)
BOOK: Berryman, Mere, Suzanne Soohoo, and Ann Nevin, eds. (2013) Culturally
Responsive Methodologies. Emerald Group.
Further reading
Hermes, M., Bang, M., & Marin, A. (2012). Designing Indigenous language
revitalization. Harvard Educational Review, 82(3), 381-402.
Hornberger, N. H. (2013). Negotiating methodological rich points in the ethnography of
language policy. International Journal of the Sociology of Language, 219, 101-122.
Hill, R., & May, S. (2013). Non-indigenous researchers in Indigenous language
education: Ethical implications. International Journal of the Sociology of Language,
219, 47-65.
ED 577-001
Indigenous Education and Language Revitalization
Spring 2015
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TOPIC 3: Immersion and master-apprentice programs for Indigenous language
revitalization (Maori & California Native)
What does decolonizing and Indigenizing schooling look like across different contexts?
What are some examples of successful and unsuccessful educational approaches to
Indigenous language revitalization?
Basic reading
Hinton, L. (1997). The survival of endangered languages: The California masterapprentice program. International Journal of the Sociology of Language 123, 177-191.
Hinton, L. and J. Ahlers (1999). The issue of 'authenticity' in California language
restoration. Anthropology and Education Quarterly 30(1): 56-67.
May, S. (2004). Maori-medium education in Aotearoa/New Zealand. Medium of
Instruction Policies: Which Agenda? Whose Agenda? J. W. Tollefson and Amy B. M.
Tsui. Mahwah, NJ, Lawrence Erlbaum: 21-41.
Hornberger, N. H. (2006). Voice and biliteracy in Indigenous language revitalization:
Contentious educational practices in Quechua, Guarani, and Maori contexts. Journal
of Language, Identity, and Education, 5(4), 277-292.
Hohepa, M. K. (2006). Biliterate practices in the home: Supporting indigenous language
regeneration. Journal of Language, Identity, and Education, 5(4), 293-301.
May, S. (2006). Addressing the context and complexity of Indigenous language
revitalization. Journal of Language, Identity, and Education, 5(4), 301-308.
McCarty, T. L. (2006). Voice and choice in Indigenous language revitalization. Journal
of Language, Identity, and Education, 5(4), 308-315.
Further reading
Hinton, L. (1994). Flutes of Fire: Essays on California Indian Languages. Berkeley,
California, Heyday Books.
Hinton, L. (2002). How to Keep Your Language Alive: A Commonsense Approach to
One-on-One Language Learning. Berkeley, CA, Heyday Books.
Spolsky, B. (2003). Reassessing Maori regeneration. Language in Society 32(4): 553-578.
TOPIC 4: Teacher education for Indigenous education and language revitalization
(Quechua & Navajo)
What does culturally and linguistically relevant schooling mean in Indigenous contexts?
How do – Indigenous and non-Indigenous -- teachers interpret, create, appropriate, and/or
resist language education policy in Indigenous contexts?
Basic reading
BOOK: McCarty, Teresa L. (2002). A Place To Be Navajo--Rough Rock and the
Struggle for Self-Determination in Indigenous Schooling. Erlbaum.
Cotacachi, M. (1996). Attitudes of teachers, children and parents towards bilingual
intercultural education. Indigenous Literacies in the Americas: Language Planning
from the Bottom Up. N. H. Hornberger. Berlin, De Gruyter: 285-298.
Hornberger, N. H. (2000). Bilingual education policy and practice in the Andes:
Ideological paradox and intercultural possibility. Anthropology and Education
Quarterly 31(2): 173-201.
ED 577-001
Indigenous Education and Language Revitalization
Spring 2015
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Valdiviezo, L. A. (2010). "Angles make things difficult": Teachers' interpretations of
language policy and Quechua revitalization in Peru. Negotiating Language Policies in
Schools: Educators as Policymakers. K. Menken and O. García. New York,
Routledge: 72-87.
Further reading
Valdiviezo, L. (2009). Bilingual intercultural education in indigenous schools: An
ethnography of teacher interpretations of government policy. International Journal of
Bilingual Education and Bilingualism 12(1): 61-79.
Zavala, V. (2008). Teacher training in bilingual education in Peru. Encyclopedia of
Language and Education, Volume 4: Second and Foreign Language Education. N. V.
Deusen-Scholl and N. H. Hornberger. New York, NY, Springer Science+Business
Media LLC: 293-308.
TOPIC 5: Orthography & materials development in Indigenous language education
(Guarani & Mexican Indigenous languages)
What roles do ideologies of purism, authenticity, and unification (for example) play in
orthography and materials development? How do Indigenous language speakers interact
with translanguaging /transnational literacies?
Basic reading
BOOK: Hornberger, Nancy H., ed. (1996). Indigenous Literacies in the Americas:
Language Planning from the Bottom Up. Mouton. Chapters by Bernard, González
Ventura, Salinas Pedraza, and López.
Hill, J. and K. Hill (1980). Mixed grammar, purist grammar, and language attitudes in
modern Nahuatl. Language in Society 9: 321-348.
Dorian, N. (1994). Purism vs. compromise in language revitalization and language
revival. Language in Society 23: 479-494.
Mortimer, K. (2006). Guaraní académico or Jopará? Educator perspectives and
ideological debate in Paraguayan bilingual education. Working Papers in Educational
Linguistics 21(2): 45-71.
Further reading
Messing, J. (2007). Multiple ideologies and competing discourses: Language shift in
Tlaxcala, Mexico. Language in Society 36(4): 555-577.
Hornberger, N. H. (1995). Five vowels or three? Linguistics and politics in Quechua
language planning in Peru. Power and Inequality in Language Education. J. W.
Tollefson. New York, Cambridge University Press: 187-205.
Hornberger, N. H. and K. A. King (1998). Authenticity and unification in Quechua
language planning. Language, Culture, and Curriculum 11(3): 390-410.
Hornberger, N. H. and K. F. Swinehart (2012). "Bilingual intercultural education and
Andean Hip-hop: Transnational sites for Indigenous language and identity."
Language in Society 41(4): 499-525.
ED 577-001
Indigenous Education and Language Revitalization
Spring 2015
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TOPIC 6: Indigenous (language) rights and Indigenous education
(Sámi & Hawaiian)
How do Indigenous education and language revitalization fit with the rise and fall of
Indigenous rights, Indigenous social movements, and cultural revitalization initiatives?
Basic reading
Lantto, P. and U. Mörkenstam (2008). Sami Rights and Sami Challenges: The
modernization process and the Swedish Sami movement, 1886-2006. Scandinavian
Journal of History 33(1): 26-51.
Pietikäinen, S. (2012). Experiences and expressions of multilingualism: Visual
ethnography and discourse analysis in research with Sámi children. In S. Gardner &
M. Martin-Jones (Eds.), Multilingualism, Discourse and Ethnography (pp. 163-178).
New York: Routledge.
Warner, Sam L. No’eau (1999). Kuleana: the right, responsibility, and authority of
indigenous peoples to speak and make decisions for themselves in language and
cultural revitalization. Anthropology and Education Quarterly 30(1): 68-93.
Wong, L. (1999). Authenticity and the revitalization of Hawaiian. Anthropology and
Education Quarterly 30(1): 94-115.
Further reading
Olthuis, Marja-Liisa, Suvi Kivelä, & Tove Skutnabb-Kangas (2013). Revitalising
Indigenous Languages: How to Recreate a Lost Generation. Bristol, UK,
Multilingual Matters.
May, S. (2002). Misconceiving minority language rights: Implications for liberal political
theory. In W. Kymlicka & A. Patten (Eds.), Language Rights and Political Theory
(pp. 42): Oxford University Press.
Pennycook, A. (2004). Language policy and the ecological turn. Language Policy, 3(3),
213-239.
Blommaert, J. (2010). The Sociolinguistics of Globalization. New York, Cambridge
University Press, pp. 28-47 (A messy new marketplace).
TOPIC 7: Indigenous identity, language, and education
(Kwara’ae & Yup’ik)
How do Indigenous education and language revitalization interact with
interculturalism/multiculturalism? with essentialist notions of culture?
Basic reading
BOOK: Wyman, L. T. (2011). Youth Culture and Linguistic Survivance. Multilingual
Matters.
Wahlberg, N. (1996). Teaching and preserving Yup'ik traditional literacy. Indigenous
Literacies in the Americas: Language Planning from the Bottom Up, pp. 19-43.
Lipka, J. and E. Ilutsik (1996). Ciulistet and the curriculum of the possible. Indigenous
Literacies in the Americas: Language Planning from the Bottom up, pp. 45-67.
Further reading
Leonard, Wesley Y. (2012). Framing language reclamation programmes for everybody's
empowerment. Gender and Language, 6(2), 339-367.
Lipka, J., et al. (1998). Transforming the Culture of Schools: Yup'ik Eskimo Examples.
Mahway, NJ, Lawrence Erlbaum.
ED 577-001
Indigenous Education and Language Revitalization
Spring 2015
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TOPIC 8: Indigenous knowledge, language, and education
(Arakmbut/ Amazonian languages & Cochiti)
How do Indigenous epistemologies, ways of knowing, being and relating influence
education -- specifically curriculum development, pedagogy, and assessment?
Basic reading
BOOK: Aikman, S. (1999). Intercultural Education and Literacy: An Ethnographic
Study of Indigenous Knowledge and Learning in the Peruvian Amazon. Philadelphia,
John Benjamins.
Benjamin, R., et al. (1996). Language revitalization efforts in the Pueblo de Cochiti:
Becoming 'literate' in an oral society. Indigenous Literacies in the Americas:
Language Planning from the Bottom Up, pp. 115-136.
Sumida Huaman, E., & Valdiviezo, L. A. (2012). Indigenous knowledge and education
from the Quechua community to school: Beyond the formal/non-formal dichotomy.
International Journal of Qualitative Studies in Education, 1-23.
Further reading
Barnhardt, R. & A. O. Kawagley (2005). Indigenous knowledge systems and Alaska
Native ways of knowing. Anthropology and Education Quarterly 36(1): 8-23.
Kaomea, J. (2005). Indigenous studies in the elementary curriculum: A cautionary
Hawaiian example. Anthropology and Education Quarterly 36(1): 24-42.
TOPIC 9: Higher education and Indigenous language revitalization
(SeSotho & isiZulu)
What challenges do higher education institutions face in introducing Indigenous
languages as medium of instruction? what are some strategies and experiences?
Basic reading
Joseph, M. and E. Ramani (2012). "Glocalization": Going beyond the dichotomy of
global versus local through additive multilingualism. International Multilingual
Research Journal 6(1): 22-34.
Ndimande-Hlongwa, N. & R. Wildsmith-Cromarty, eds. (2010). Multilingualism for
Access, Language Development and Language Intellectualization. Alternation 17(1).
Kamwendo, G., et al. (2013). On Medium of instruction and African scholarship: The
case of IsiZulu at the University of KwaZulu-Natal in South Africa. Current Issues in
Language Planning.
Hornberger, N. H. (2013). On not taking language inequality for granted: Hymesian
traces in ethnographic monitoring of South Africa's multilingual language policy.
Working Papers in Educational Linguistics, 28(1), 1-21.
Further reading
Alexander, N. (2003). The African Renaissance and the Use of African languages in
tertiary education. PRAESA Occasional Papers 13: 42.
van der Walt, C. (2013). Multilingual Higher Education: Beyond English Medium
Orientations. Bristol, UK, Multilingual Matters.
van der Walt, C. and C. Brink (2005). Multilingual universities: A national and
international overview. South African Journal of Higher Education 19(4): 822-851.
Morgan, M. J. (2005). Redefining the Ojibwe classroom: Indigenous language programs
within large research universities. Anthropology and Education Quarterly 36(1): 96103.