Language Revitalization
Community-based programs
These programs address the problem of creating a network for using the local language. Sometimes, however, the language is enrooted so deeply in the community that it refuses imposing of different, foreign teaching styles. Many communities use what are called informal learning styles, or natural learning, which is sometimes in strong opposition to standard the revitalization programs.
This does not come without any issues. Local languages are often replaced by languages that are well-established, have a tradition of writing and are used in formal education. Furthermore, there is the risk of potential culture clash. (Grenoble & Whaley 2006: 60-61)
References
Grenoble, Lenore A & Lindsay J. Whaley. Saving Languages: An Introduction to Language Revitalization. Cambridge: Cambridge University Press, 2006
Partial-immersion or bilingual programs
The main idea of partial-immersion or bilingual programs is that some classes are conducted in the local language, and some – in the language of wider communication. This puts the local language into the position of a foreign or second language. Most activists advocate against such programs, however they have been found appropriate, when a certain language community is unable or unwilling to commit the time, effort and costs needed to provide instruction in the local language as the primary one. In cases or partial-immersion the goal is to transmit at least some kind of knowledge of the local language to children (Grenoble & Whaley 2006: 55-56).
Typically, a local language is introduced as “foreign” when there is no vital speaker base. In these cases, one approach advocates that language revitalisation should begin with the adult, who can then create a domain for their children to use the language, once they start learning it as well, while also avoiding a potential “lost” middle generation (where only elders and children speak the language). However, language learning is difficult, since adults have passed the critical stage of language learning, and it is harder to find the time in between other responsibilities. Another approach claims that revitalisation should begin with a new generation of speakers, in preschool programs. This requires a step-wise approach, since the curriculum and learning materials should be created one year at a time, as children move through their grades (Grenoble & Whaley 2006: 56-58).
References
Grenoble, Lenore A & Lindsay J. Whaley. Saving Languages: An Introduction to Language Revitalization. Cambridge: Cambridge University Press, 2006
