Language Planning and Policy in Native America History, Theory, Praxis Author: Teresa L. McCarty
- Paperback - 304 pages
- 19 Feb 2013
- Multilingual Matters
- 234 x 156
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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.
Language Planning and Policy will serve as a valuable resource for scholars interested in establishing research agendas in language policy and planning, education policy, or work with Indigenous communities. McCartyâ€™s theoretical framework provides a resource for understanding how language policy shapes and is shaped by Indigenous communities. Teresa L. McCarty, as a professor and researcher, successfully presents her argument in an attempt to better understand the inequities facing Native communities.
- Education Review, March 2014
- Idalia Nunez, University of Texas at Austin
Teresa L. McCarty is the George F. Kneller Chair in Education and Anthropology at the University of California, Los Angeles, and the Alice Wiley Snell Professor Emerita of Education Policy Studies at Arizona State University. An educational anthropologist and applied linguist, she has worked with Indigenous education programs throughout North America. Her books include A Place To Be NavajoâRough Rock and the Struggle for Self-Determination in Indigenous Schooling (2002); Language, Literacy, and Power in Schooling (2005); 'To Remain an Indian': Lessons in Democracy from a Century of Native American Education (with K. T. Lomawaima, 2006), and Ethnography and Language Policy (Routledge, 2011).