Indigenous Language Revitalization
Learning Objectives
Students will be able to:
Duration
45-60 minutes, over five days/periods. Times can vary depending on class size and the time needed for presentations.
Materials
Definitions and Vocabulary
Classroom Instructions
Note: This lesson can be done where students are researching individually or in groups. Group sizes can be based on class size, and lessons can be modified to fit/accommodate research times and groupwork.
Minds On! – 5-10 minutes
- Before beginning the main lesson, ask students to think about a language that interests them, that is not a language they speak. This can be any language in the world, offering students an example.
- Follow up by asking students what they think would happen if that language disappeared. What kind of effect would it have on the rest of the world? Potentially on themselves? Why do languages disappear?
- Have a short class discussion brainstorming these ideas. If needed, record these ideas on chart paper or in an online class portal.
Activity One – 5-10 minutes
- Introduce to students that they will be researching Indigenous language revitalization efforts and presenting their findings to the class.
- As a class, review different types of language revitalization efforts. Some examples of these include:
- Educational: Look at university programs or resources created to teach languages.
- Digital: Resources online that people can use to learn the language. Such as YouTube channels, websites.
- Legislative: Look at the Canadian government, and at the Indigenous Languages Act.
- Students can select an area of interest from the list above. Allow students to do a broad search on one of the topics to present on, and record who is focusing on what.
- Try to encourage students not to select the same topic as another student.
- Encourage students to try to find something local to their community or district.
- If students do select the same topic, refer to the note that this can be done in groups or pairs, not just individually.
- In a class discussion, recall the types of resources that they can use to complete their research. Remind students to steer clear of sites such as Wikipedia and use them only as a starting point if needed.
Research – 60 minutes in class over three days
Note: Timing can be adjusted based on class size and the length of periods/time needed in class.
- Over the next three days or periods, have students research their language revitalization initiative.
- Allow students time in class to research and take notes.
- Students have time in class to create their short presentations. Students can make their presentations around 10 slides long to cover important sections such as:
- The title of the initiative.
- The timeline of their work, from start to present (if applicable).
- Pictures or screenshots of the website or work in action.
- Important quotes about language revitalization.
- Students’ thoughts on the initiative and something new they learned.
Presentations – 10 minutes per student/group
- Prior to presentations, create a presentation schedule for students to sign up. Depending on class size, create a time that works best to ensure all students can present over the next two or so classes.
- Have students present their findings to the class. Encourage students to ask their peers questions at the end of their presentations.
Resources
- Justice and Healing through Native Language Revitalization – Video
- Indigenous Language Revitalization | April Charlo | TEDxUMontana – Video
- Why Indigenous Languages Matter and What We Can Do to Save Them | Lindsay Morcom | TEDxQueensU – Video
- Indigenous Language Revitalization – Video
