000			05607cam a2200457 a 4500
999			_c275 _d275
001			17470178
003			OSt
005			20240819192953.0
008			120921s2013 enkab b 001 0 eng
020			_a9781847698629 (pbk)
040			_cJCRC
100	1		_aMcCarty, Teresa Lynn _d1953-
245	1	0	_aLanguage Planning and Policy in Native America : _bHistory, Theory, Praxis / _cTeresa L. McCarty ; foreword by Richard E. Littlebear.
250			_a1st ed.
260			_aToronto, ON : _bMultilingual Matters, _c2013.
300			_axxvii, 269 p. : _bill., maps ; _c24 cm.
440			_aBilingual Education and Bilingualism
500			_aVol. 90 in the Bilingual Education and Bilingualism series.
504			_aIncludes a statement by the Miami Tribe of Oklahoma Chief Thomas Gamble, a foreword by Richard E. Littlebear, appendices, bibliographical references, and indexes.
505			_a1. Contextualizing Native American LPP: Legal-Political, Demographic, and Sociolinguistic Foundations [1.1] First Peoples, First Principles: Tribal Sovereignty [1.2] Peoples, Populations and Lands [1.3] Native American Languages [1.4] Assessing Language Vitality and Endangerment [1.5] Contemporary Native American Language Use in Public and Communal Spaces
505			_a2. Conceptualizing Native American LPP: Critical Sociocultural Foundations [2.1] LPP Goals and Approaches [2.2] A Critical Sociocultural Perspective on Language Planning and Policy [2.3] Safety Zone Theory
505			_a3. Native American Languages In and Out of the Safety Zone, 1492-2012 [3.1] Print Literacy as a Colonizing Tool [3.2] Colonial Schooling: The 'Slow Match' of Forced Cultural Transformation [3.3] Subverting the Safety Zone [3.3] Policy Turnabout: 'To Preserve, Protect, and Promote Native American Languages' [3.4] Repatriating the Spoken Word
505			_a4.Indigenous Literacies, Bilingual Education, and Community Empowerment: The Case of Navajo [4.1] Situating Navajo LPP [4.2] Indigenous Community-controlled Schooling: Possibilities and Constraints [4.3] Navajo Language 'at a Crossroads'
505			_a5. Language Regenesis in Practice neetawaapantamaanki iilinwiaanki meehkamaanki niiyoonaani: Searching for Our Talk and Finding Ourselves / Written with Daryl Baldwin, George M. Ironstrack and Julie Olds [5.1] 'Language Can Come Home Again': Wôpanâak Language Reclamation [5.2] 'We Wanted Language Learning to be Family Based': The California Master-Apprentice Language Learning Program [5.3] 'We Decided to Raise Mohawk Children': Kanienkeha Regenesis [5.4] 'The Hawaiian Language Shall Take Its Rightful Place among the Languages of the World': Hawaiian-medium Education [5.5] 'Harmonizing without Homogenizing': Navajo Immersion and Academic Success [5.6] Reimagining Possibilities for Indigenous Mother Tongues
505			_a6. Language in the Lives of Indigenous Youth [6.1] Research on Native American Youth Language Practices [6.2] Youth Language Practices, Ideologies, and Desires [6.3] Toward Linguistic and Cultural Continuance
505			_a7. Planning Language for the Seventh Generation [7.1] From Ideologies of Contempt to Ideologies of Valor: The Victories of Native American LPP [7.2] Standardization and Language Restrictionism [7.3] Domesticating Dangerous Diversity [7.4] Counter-Possibilities for Native Languages and Cultures in School [7.5] Completing the Circle - Native American Linguistic and Educational Sovereignty
505			_aAppendix 1: Native American Languages Act of 1990-1992 -- Appendix 2: Esther Martinez Native American Languages Preservation Act of 2006 -- Appendix 3: 2 December 2011 Executive Order on American Indian/Alaska Native Education
520			_a"Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on long-term collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language policies against the fluorescence of contemporary community-driven efforts to revitalize threatened mother tongues. Here, readers will meet those who are on the frontlines of Native American language revitalization every day. As their efforts show, even languages whose last native speaker is gone can be reclaimed through family-, community-, and school-based language planning. Offering a critical-theory view of language policy, and emphasizing Indigenous sovereignties and the perspectives of revitalizers themselves, the book shows how language regenesis is undertaken in social practice, the role of youth in language reclamation, the challenges posed by dominant language policies, and the prospects for Indigenous language and culture continuance current revitalization efforts hold." (Book Cover)
650		0	_aIndians of North America _xLanguages _xSocial aspects.
650		0	_aIndians of North America _xEducation.
650		0	_aIndians of North America _xEducation _xPlanning.
650		0	_aEducation _zBilingual.
650		0	_aBilingual education _zUnited States.
650		0	_aLanguage planning _xUnited States.
650		0	_aLanguage policy _xUnited States.
650		0	_aIntercultural communication.
700	1		_aLittlebear, Richard E.
856			_uhttp://www.multilingual-matters.com/display.asp?isb=9781847698629 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991005745229705161 _zCheck the uOttawa Library catalog.
942			_2z _cBK