In this interview, Carol Rowan recounts how she moved up North to Inukjuak, because she sought to live and learn with Inuit. Following her union with Jobie Weetaluktuk in 1984, and the subsequent births of their three Inuit children, she developed pedagogical approaches informed by and rooted in Inuit ontologies and epistemologies. She discusses…

Elitnaurilleq Piciryaramtenek Qanemcitgun: A Participatory Teacher Action Research study (Teaching Our Way of Life Through Stories) is participatory action research involving four Yugtun immersion teachers investigating first and second grade Yugtun reading and language instruction through lesson study. Lesson study involves a group of educators…

For the past five years, the Alutiiq Museum and Archaeological Repository has been documenting intricacies of the Alutiiq language with the help of Elder speakers and a grant from the National Science Foundation (#1360839). The project's primary focus has been recording vocabulary, grammar, and ways of speaking for this threatened Native Alaskan…

Although Indigenous communities and outside institutions have increasingly recognized the need to document and revitalize endangered languages (Hale et al. 1992; Krauss 1992; McCarty et al. 2006; Watahomigie 1998), revitalized languages themselves remain underdocumented and understudied. Purist discourses delegitimize revitalized languages as less…

The Atlas of Kanyen'kehá:ka Space project (Kanyen'kehá:ka Nation, 2020; see www.mohawkatlas.org) launched in 2019 for the purposes of preserving Kanyen'kéha (Mohawk language) place names and related landscape terminology. Built using Nunaliit, a community mapping framework developed by Carleton University's Geomatics and Cartographic Research…

In First Nations, Métis, and Inuit (FNMI) communities, Elders are highly regarded as intergenerational transmitters of ancestral language and Indigenous knowledge. Without language revival initiatives, ancestral languages in FNMI communities are at risk of extinction. Leveraging digital technologies while collaborating with Elders can support…

Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students'…

Language archives, like other scholarly digital repositories, are built with two major audiences in mind. These are depositors of language data and various potential end-users of these materials: researchers (linguistics and others), language communities, students, educators, artists, etc. Being a relatively new phenomenon, language archives have…

Most bilingual programs are built around a clear separation between the two languages used throughout the school day. However, in bilingual research centers (BRCs), a key component of the Gomez and Gomez Dual Language Enrichment model, students can choose which language to use. This is what sparked my interest, because I wanted to understand more…

This paper outlines a new model of language revitalisation that understands language to be a characteristic of a nexus of social activities rather than an independent object. Language use is one of an overall set of factors contributing to the wellbeing of a particular community. Our model treats language as one node (or a cluster of nodes) in a…

This five-part playbook was created to provide practical, proven methods to improve the reading outcomes of all learners in Alaska. It defines and provides clear, step-by-step evidence-based strategies for five elements of reading instruction: (1) phonological awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. When…

Based on Bourdieu's theory of practice, this article explores pedagogical ideals and educational policies in teachers' everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers' teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the…

In Alaska, where Alaska Native students constitute the largest racial/ethnic group of English learner (EL) students, it is an open question whether and how EL policies and services meet the unique needs of Indigenous EL students. A stronger understanding of how Alaska Native students experience EL identification, classification, service provision,…

Little is known about Nunavut students' experiences in high school and post-secondary education, in particular their self-defined determinants of success. This study aimed to understand factors that influence secondary school completion, post-secondary education, and education success for students from Nunavut. An online survey was conducted with…

Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being,…