ED Indigenous Education and Language Revitalization Spring SYLLABUS

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1 ED Indigenous Education and Language Revitalization Spring SYLLABUS Professor Nancy H. Hornberger Mondays 12-2, Education 322 Office: Room 334, , nancyh@upenn.edu Appts: Please call or Suzanne Oh 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 doublespaced 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 11 (W) Introduction Jan 23 Can schools save Indigenous Languages? Jan 30 Research methodologies in Indigenous education contexts Feb 6 Research methodologies in Indigenous education contexts (cont.) Nathan Albury Feb 13 Immersion/master-apprentice programs for Indigenous language revitalization Feb 20 Teacher education for Indigenous education and language revitalization Feb 27 Orthography & materials development in Indigenous language education Mar 13 Indigenous identity, language and education Mar 20 Indigenous (language) rights and Indigenous education Hanna Outakoski Mar 27 Indigenous knowledge, language and education Apr 3 Indigenous youth and multilingualism Apr 10 Beyond K-12: Indigenous languages in early literacy and higher education Apr 17 & 24 Project presentations in class Assignments: Discussion questions: There will be a discussion thread for each week s topic on our class website. Please each post a discussion question based on the reading each week by 9 pm Friday before class. Discussion facilitation: You will each be responsible for facilitating class discussion at least once during the semester, in pairs. Details on sign-up to follow.

2 ED Indigenous Education and Language Revitalization Spring Autobiographical statement 10% of the course grade Due 20 January on Canvas and 23 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 20 February, in class and on Canvas Oral presentations in class on 17 & 24 April Written version due 28 April, on Canvas and in hard copy in my mailbox. 10 double-spaced 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. 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. Wyman, Leisy T., Teresa L. McCarty & Sheilah E. Nicholas, eds. (2014). Indigenous Youth and Multilingualism: Language Identity, Ideology, and Practice in Dynamic Cultural Worlds. New York: Routledge.

3 ED Indigenous Education and Language Revitalization Spring 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 Cases to be considered (with some possible international, North & South American pairings): Māori & California Native Quechua & Navajo Guarani & Mexican Indigenous languages Sámi & Hawaiian Corsican, Miami & Yup ik Arakmbut/Amazonian/Andean languages & Cochiti/Ojibwe Native North & South American South Africa: isixhosa, isizulu & sesotho Other cases to be nominated by class participants 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? BOOK: Hornberger, Nancy H., ed. (2008). Can Schools Save Indigenous languages? Policy and Practice on Four Continents. Palgrave Macmillan. 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: King, K.A. & Haboud, M. (2011). International migration and Quichua language shift in the Ecuadorian Andes. In T.L. McCarty (Ed.), Ethnography and Language Policy (pp ). New York, NY: Routledge. Moore, R. E., et al. (2010). Counting the losses: numbers as the language of language endangerment. Sociolinguistic Studies 4(1): Romaine, S. (2006). Planning for the survival of linguistic diversity. Language Policy, 5,

4 ED Indigenous Education and Language Revitalization Spring 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? BOOK: Smith, Linda Tuhiwai (2012) Decolonizing Methodologies: Research and Indigenous Peoples. Zed Books (2 nd edition) BOOK: Berryman, Mere, Suzanne Soohoo, and Ann Nevin, eds. (2013) Culturally Responsive Methodologies. Emerald Group. Hermes, M., Bang, M., & Marin, A. (2012). Designing Indigenous language revitalization. Harvard Educational Review, 82(3), Hornberger, N. H. (2013). Negotiating methodological rich points in the ethnography of language policy. International Journal of the Sociology of Language, 219, Hill, R., & May, S. (2013). Non-indigenous researchers in Indigenous language education: Ethical implications. International Journal of the Sociology of Language, 219, TOPIC 3: Immersion and master-apprentice programs for Indigenous language revitalization (Māori & 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? What are some issues that arise even in successful approaches? Albury, N. J. (2016). An old problem with new directions: Māori language revitalisation and the policy ideas of youth. Current Issues in Language Planning 17(2): Hinton, L. (1997). The survival of endangered languages: The California master-apprentice program. International Journal of the Sociology of Language 123, Hinton, L. and J. Ahlers (1999). The issue of 'authenticity' in California language restoration. Anthropology and Education Quarterly 30(1): May, S. (2004). Māori-medium education in Aotearoa/New Zealand. In J. W. Tollefson & Amy B. M. Tsui (eds), Medium of Instruction Policies: Which Agenda? Whose Agenda? (pp ). Mahwah, NJ, Lawrence Erlbaum. Hornberger, N. H. (2006). Voice and biliteracy in Indigenous language revitalization: Contentious educational practices in Quechua, Guarani, and Māori contexts. Journal of Language, Identity, and Education, 5(4), Hohepa, M. K. (2006). Biliterate practices in the home: Supporting indigenous language regeneration. Journal of Language, Identity, and Education, 5(4), May, S. (2006). Addressing the context and complexity of Indigenous language revitalization. Journal of Language, Identity, and Education, 5(4), McCarty, T. L. (2006). Voice and choice in Indigenous language revitalization. Journal of Language, Identity, and Education, 5(4), Albury, N. J. (2016). The Folk Linguistics of Language Policy: Knowing, Feeling and Doing Māori Language Revitalisation. (Ph.D.), University of Oslo, Oslo, Norway. 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. Hinton, L. (Ed.) (2013). Bringing Our Languages Home: Language Revitalization for Families. Berkeley, CA: Heyday. Rata, E, & Tamati, T. (2013). The effect of Indigenous politics on English language provision in New Zealand's Maori schools. Journal of Language, Identity, and Education, 12(4), Spolsky, B. (2003). Reassessing Māori regeneration. Language in Society 32(4):

5 ED Indigenous Education and Language Revitalization Spring 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? 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: Hornberger, N. H. (2000). Bilingual education policy and practice in the Andes: Ideological paradox and intercultural possibility. Anthropology and Education Quarterly 31(2): 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: Guerrettaz, A. M. (2015). Ownership of language in Yucatec Maya revitalization pedagogy. Anthropology and Education Quarterly, 46(2), 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): 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: 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? 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: Dorian, N. (1994). Purism vs. compromise in language revitalization and language revival. Language in Society 23: Mortimer, K. (2006). Guaraní académico or Jopará? Educator perspectives and ideological debate in Paraguayan bilingual education. Working Papers in Educational Linguistics 21(2): Messing, J. (2007). Multiple ideologies and competing discourses: Language shift in Tlaxcala, Mexico. Language in Society 36(4): 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: Hornberger, N. H. and K. A. King (1998). Authenticity and unification in Quechua language planning. Language, Culture, and Curriculum 11(3):

6 ED Indigenous Education and Language Revitalization Spring TOPIC 6: Indigenous identity, language, and education (Corsican, Miami & Yup ik) How do Indigenous education and language revitalization interact with interculturalism/ multiculturalism? with essentialist notions of culture? BOOK: Wyman, L. T. (2011). Youth Culture, Language Endangerment 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 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 Leonard, Wesley Y. (2012). Framing language reclamation programmes for everybody's empowerment. Gender and Language, 6(2), Jaffe, A. (2015). Defining the new speaker: theoretical perspectives and learner trajectories. International Journal of the Sociology of Language(231), Lipka, J., et al. (1998). Transforming the Culture of Schools: Yup'ik Eskimo Examples. Mahway, NJ, Lawrence Erlbaum. TOPIC 7: 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? Hornberger, N. H., & Outakoski, H. (2015). Sámi time, space, and place: Exploring teachers' metapragmatic statements on Sámi language use, teaching, and revitalization in Sápmi. Confero: Essays on Education, Philosophy and Politics, 3(1), Lantto, P. and U. Mörkenstam (2008). Sami Rights and Sami Challenges: The modernization process and the Swedish Sami movement, Scandinavian Journal of History 33(1): 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 ). 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): Wilson, W. H. and K. Kamanā (2013). E Paepae Hou 'Ia Ka Pōhaku: Reset the stones of the Hawaiian house platform. In L. Hinton (ed.), Bringing Our Languages Home: Language Revitalization for Families (pp ). Berkeley, CA: Heyday. Wong, L. (1999). Authenticity and the revitalization of Hawaiian. Anthropology and Education Quarterly 30(1): 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), Blommaert, J. (2010). The Sociolinguistics of Globalization. New York, Cambridge University Press, pp (A messy new marketplace).

7 ED Indigenous Education and Language Revitalization Spring TOPIC 8: Indigenous knowledge, language, and education (Arakmbut/ Amazonian/ Andean languages & Cochiti/Ojibwe) How do Indigenous epistemologies, ways of knowing, being and relating influence education -- specifically curriculum development, pedagogy, and assessment? 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 Hermes, M. (2005). "Ma'iingan is just a misspelling of the word wolf": A case for teaching culture through language. Anthropology and Education Quarterly, 36(1), 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, Barnhardt, R. & A. O. Kawagley (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology and Education Quarterly 36(1): Kaomea, J. (2005). Indigenous studies in the elementary curriculum: A cautionary Hawaiian example. Anthropology and Education Quarterly 36(1): TOPIC 9: Indigenous youth and multilingualism (Native North & South American) How do the innovative language practices and activism of Indigenous youth shape the future of Indigenous languages? How do Indigenous youth identities and ideologies intersect with these practices? (and with local and national language policies)? : BOOK: Wyman, Leisy T., Teresa L. McCarty & Sheilah E. Nicholas, eds. (2014). Indigenous Youth and Multilingualism: Language Identity, Ideology, and Practice in Dynamic Cultural Worlds. New York: Routledge. Cru, J. (2015). Bilingual rapping in Yucatán, Mexico: strategic choices for Maya language legitimation and revitalisation. International Journal of Bilingual Education and Bilingualism, 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): McCarty, T. L., Romero-Little, M. E., Warhol, L., & Zepeda, O. (2009). Indigenous Youth as Language Policy Makers. Journal of Language, Identity & Education, 8(5),

8 ED Indigenous Education and Language Revitalization Spring TOPIC 10: Beyond K-12: Indigenous languages in early literacy and higher education (South Africa: isixhosa, isizulu & sesotho) What challenges do early literacy and higher education face in introducing/fostering Indigenous languages as languages of literacy and media of instruction? what are some strategies and experiences? Bloch, C. (2009). Enabling biliteracy among young children in southern Africa: Realities, visions and strategies. In M. E. Torres-Guzmán & J. Gómez (Eds.), Global Perspectives on Multilingualism: Unity in Diversity (pp ). New York: Teachers College Press. Joseph, M. and E. Ramani (2012). "Glocalization": Going beyond the dichotomy of global versus local through additive multilingualism. International Multilingual Research Journal 6(1): Ndimande-Hlongwa, N. & R. Wildsmith-Cromarty, eds. (2010). Multilingualism for Access, Language Development and Language Intellectualization. Alternation 17(1): 1-3, , , 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), 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): Hornberger, N. H., De Korne, H., & Weinberg, M. (2016). Ways of Talking (and Acting) about Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania. Journal of Language, Identity, and Education, 15(1), Morgan, M. J. (2005). Redefining the Ojibwe classroom: Indigenous language programs within large research universities. Anthropology and Education Quarterly 36(1):