- McCarty, Teresa L., and Sheilah E. Nicholas. 2014. “Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools.” Review of Research in Education, Vol. 38, Language Policy, Politics, and Diversity in Education, pp. 106-136. Washington, D.C. United States: American Educational Research Association (AERA)
In this chapter, we offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. We use the term reclamation purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization (Hinton, 2011; Leonard, 2007). Language reclamation includes revival of a language no longer spoken as a first language, revitalization of a language already in use, and reversal of language shift (RLS), a term popularized by Joshua Fishman (1991) to describe the reengineering of social supports for intergenerational mother tongue transmission. All of these processes involve what Māori scholar Margie Kahukura Hohepa (2006) calls language regeneration, a term that speaks of “growth and regrowth,” recognizing that nothing “grows in exactly the same shape that it had previously, or in exactly the same direction” (p. 294).