Arctic Languages Perspectives

May 27, 2015

Hishinlai’ Peter

(Kathy R. Sikorski)

University of Alaska Fairbanks

Tromsø, Norway – 2008 Recommendations

* Reinforce importance of Arctic Indigenous languages holistically

* Lead and facilitate activities to strengthen Indigenous language use across the Arctic

* Assessment across Arctic languages - Data on current status of Arctic Indigenous languages

*Create language learning opportunities that involve youth

Ottawa, Canada – 2012 Committee

Recommendations

Three committees:

* Indigenous Language Policies and Planning

* Status of Arctic Indigenous Languages

* Language Acquisition

Indigenous Language Policies and Planning Perspective

(1) Only one policy reported

(2) More policies and ideas needed

AleutStatus of Arctic Indigenous Languages

* Grassroots efforts * Developing “Where Are Your Keys?” (WAYK)* Collaboration with regional non-profit organization* Intensive summer programs – language

resources * Alaska Native Language Archives – teaching, dictionary

Gwich’in

* Immersion camps * Booklets* Language nests, plus booklets * Resource library cataloging * Master-Apprentice * Teacher training* Conferences: Videos of elders

Other Athabascan

* Online dictionary, and language lessons* iTunes App * Story Books - cultural activities* Orthography Book * Alaska Native Language Archives – various groups

Inuit/Yupik

* Alaska: ANLC book listLanguage Nest (Barrow)

Immersion School (Kotzebue)

* Canada: Media Dictionary, print material Apps Language Learning Website

RAIPON

* Videos * Online dictionary* Orthography, Grammar, Phonology* Phrase books

Saami

* Online lessons, dictionaries* Grammars* Word bank* Youth – “Speak Saami to me”* Educational resources

Status of Indigenous Languages Perspectives

(1) Pockets of efforts being done

(2) Need to collaborate and share

Language Acquisition/Teaching

(1)Develop an aggressive curriculum and language lessons that engage students through appropriate culture

(2)Supply teacher training that uses known methods of SLA, such as “Communicative Competence” (Canale & Swain, 1980) or SCT (interaction through social context)