Data from three well-documented American Indian language immersion programs (teaching Navajo, Hawaiian, and Keres) and from an ongoing large comparative study of language shift/retention in six Indian school-community sites suggest that immersion schooling can serve the dual roles of promoting students' school success and revitalizing endangered…

Describes several preschool, elementary, and high school Maori immersion and bilingual programs in New Zealand, focusing on how the programs define and establish Maori space in the schools, local and tribal concerns, and the basis for the revitalization of the language. (29 references) (Author/CB)

Canadian Heritage and Native language maintenance, as an educational goal, is a worthwhile and valuable investment, especially because this goal helps to dispel assimilationist educational policy. Teachers of these languages should benefit from programs designed for second language teachers. (CB)

In light of the articles in this issue, this article discusses the role that language planning plays in the building of communities and nations, focusing on American Indian language and bilingual education. Also examined is the impact of the Native American Languages Act on the maintenance of indigenous language and cultural resources. (four…

Examines the background and roots of the Welsh language and how it is being kept in existence and its usage increased. The maintenance of the Welsh language through literature, education, and journalism is described; radio and television broadcasting in Welsh is reviewed; and other influences are examined. (12 references) (LRW)

Bill Leap responds to questions regarding reasons for the disappearance of traditional languages, steps in and barriers to language renewal, the need for written language, the importance of understanding a community's culture when studying or teaching the language, and the roles tribal colleges and linguists can play in language preservation. (DMM)

Describes the Punana Leo Immersion Schools in Hawai'i, founded in 1983 by a group of Hawai'ian-language educators concerned about the impending extinction of their language. A second part describes two of the teachers and their philosophy about imparting language skill through spirit and culture. Sidebar describes the Advocates for Indigenous…

Provides an overview of indigenous-education programs in the United States, including Alaska and Hawaii. Discussion focuses on the historical context that has seen consistent attempts to eradicate the languages and life ways of Native Americans. Case studies are presented that illustrate the role of indigenous-language-education programs in…

Maori language revitalization in New Zealand has had government support since 1982. Programs include schools that teach entirely in Maori and are based on Maori philosophy and pedagogy, as well as immersion programs and bilingual classes. School programs are complemented by community-based adult and preschool programs. Teacher shortages, dialect…

Educational reforms in Mexico to preserve indigenous linguistic and cultural rights often originate in Mexico City and lack grassroots support. Although native language instruction improves literacy development and preserves culture, Native parents may reject it because Spanish is the language of status. However, some indigenous communities in…

Describes the Learning Lodge Institute, a collaboration of seven Montana tribal colleges that utilizes language courses to promote and strengthen knowledge of traditional culture. Also discusses documenting the loss of language and building support for tribal languages. The institute supports existing language instruction programs to make them…

From 1949 to 1957, the Chinese Communist Party's language policy took a pluralistic approach. A Chinese-monopolistic language policy was dominant, 1958-77. A pluralistic approach was again adopted from 1977 to the present. The Chinese experience illustrates how language minorities everywhere must balance maintaining their home language with…

Indigenous-language education is critical in the rural and small-town communities with mixed native and non-native populations that constitute the headwaters of many dying tongues. Emerging from interviews conducted in 2002 and 2003 on the Flathead Indian Reservation with 89 study participants holding diverse perspectives is the need for a…

Kuot is a language in a critical situation. Most adults of lower middle age and older are full speakers but children are not learning it. In other words, it will become extinct in a few decades if nothing is done; but it is not too late if the community decides to turn it around, and do so fast. Thus far, the community has shown little interest.…

School District 52 (Prince Rupert, British Columbia) is committed to providing support for the renewal of Sm'algyax, the language of the Tsimshian Nation. However, the Tsimshian Nation must provide guidance and establish a positive direction for Sm'algyax language programs. This paper examines language renewal issues and options as a basis for…