Volume 1 (2025)

Candace Kaleimamoowahinekapu Galla, Shannon T. Bischoff

In this paper, we – the co-founders of Indigenous Languages Rights & Realities (ILR&R) – introduce and explore a groundbreaking publishing space dedicated to amplifying and valorizing Indigenous and non-dominant peoples, their voices, knowledges, and communities. We begin by defining key terminologies to establish a shared foundational understanding. Next, we delve into the origins of ILR&R, highlighting the motivations that shaped its creation and the goals we seek to achieve. To provide deeper insight, we address specific questions that elucidate ILR&R’s purpose and aspirations that brought our conceptual ideas to reality. Finally, we conclude by presenting the vision, mission, and a detailed description of ILR&R, underscoring its role in transforming academic publishing.

Audra Vincent, Alice Kwak, Shannon T. Bischoff, Amy Fountain, John Ivens

For language workers in Indigenous communities, language documentation done by outsiders, materials created by previous generations of workers, and even materials created contemporaneously, can all be useful tools for language teachers and learners. Workers may, however, lack appropriate access to these materials, some materials may be stored in vulnerable locations, or in obsolete formats. One approach to these issues can be the development of online language resources that could provide both appropriate access to and safe storage of these valuable materials. In the Coeur d’Alene community, the choice was made in 2009 to begin the process of developing a website that would hold much of the documentation that had previously been held in external collections, on paper and in various now-archaic electronic formats. The current result of that effort can be seen at https://thecolrc.org, which is a web application that is still being expanded and improved with the goals of providing both appropriate access and safe storage to a variety of language materials. In this paper we discuss the partnerships and collaborations that have been necessary to ensure the longevity of this project, the advantages and disadvantages associated with the choices we’ve made, and the technical infrastructure and resources required to develop this application. We take the position that even though the work focuses on safe storage and appropriate access, there are structural reasons that it is not an archive; and that the decision to use digitization and application development for this purpose means that the work will never be completed.

Erina Iwasaki

Proponents of education for Indigenous language revitalization and reclamation (ELR2) and first language (L1) based bi-/multilingual educators have countless times advocated against dominant monolingual educational policies and practices. This chapter showcases the transformative praxis found in both L1-based bi-/multilingual and Indigenous language revitalization educators, as a decolonial orientation and practice to ensure that learners learn in a language of their communities. It compares Senegal’s national L1-based bilingual education reform efforts with the Māori revitalization case. The chapter also discusses the relationship between L1- based bi-/multilingual education and Indigenous language revitalization and reclamation.

Pablo Pomboza Tamaquiza, Maritza Chico Lema, Catalina Tobar Jácome

El trabajo analiza la inclusión de las nacionalidades y pueblos indígenas en el Sistema de Educación Superior del Ecuador, a partir de entrevistas a seis docentes de la nacionalidad kichwa de la Sierra, basadas en sus vivencias, dificultades de crecimiento en la academia y experiencias de discriminación racial en el ámbito laboral. Los resultados muestran: una escasa participación de docentes indígenas en las universidades; una Ley Orgánica de Educación Superior sin igualdades hacia los académicos de pueblos y nacionalidades indígenas; y una deficiencia educativa en comunidades rurales que dificulta la igualdad competitiva en los contextos urbanos, entre otros aspectos. En consecuencia, la pobreza, la falta de atención a la Educación Intercultural Bilingüe por parte del Estado, la discriminación educativa histórica, las interferencias lingüísticas, la deficiencia en competencias de lectoescritura, son factores que han agravado la inclusión de docentes indígenas en las universidades del país. Este análisis tiene como objetivo llegar a un entendimiento común sobre la situación actual de los Pueblos Indígenas con respecto a las oportunidades y desafíos en la educación superior; se destaca las brechas y presenta críticas para que el lector las considere, dejando así la discusión abierta a nuevas voces e interpretaciones.

The paper analyzes the inclusion of indigenous nationalities and peoples in the Higher Education System of Ecuador, based on interviews carried out with six teachers of the Kichwa nationality of the Sierra, based on their experiences, difficulties of growth in the academy, and experiences of racial discrimination in the workplace. The results show low participation of indigenous teachers in universities, and even more in the teaching of exact sciences subjects; an Organic Law of Higher Education without equality for academics from indigenous peoples and nationalities; and an educational deficiency in Basic Education and High School in rural communities that hinders competitive equality in urban contexts, among other aspects. Consequently, poverty, lack of attention to Intercultural Bilingual Education by the State, historical educational discrimination, linguistic interference, and deficiency in reading and writing skills are factors that have aggravated the inclusion of indigenous teachers in the country’s universities. This analysis aims to arrive at a common understanding of the current situation of Indigenous Peoples concerning opportunities and challenges in higher education; it highlights gaps and presents criticisms for the reader to consider, thus leaving the discussion open to new voices and interpretations.

Melvatha R. Chee, Tamera Yazzie, Ryan Smith, Bethany Lycan, Cormac League, Alec Goldberg

Indigenous child language and child directed language research is largely underrepresented among linguistic studies, although it can greatly increase the empirical study of child language and our understanding of child language development. There are challenges faced in doing this work, including strained relationships between communities and researchers, dwindling numbers of speakers due to the effects of boarding schools, and the disregard for data sovereignty on the side of research. The Indigenous Child Language Research Center (ICLRC) at the University of New Mexico recognizes the need to address and mend these issues in order for communities to participate in first language acquisition research. As a resource for communities interested in research, the ICLRC aims to assist with their revitalization efforts by offering the center as a resource for community-led child language development and acquisition research.

Aleksei Tsykarev, Andrew Cowell, Kristen Carpenter

The United Nations International Decade of Indigenous Language 2022- 2032 (the “Decade”) seeks to raise worldwide awareness of the vulnerable situation of Indigenous Peoples’ languages. Identifying “the urgent need to preserve, revitalize and promote indigenous languages,” the General Assembly resolution proclaiming the Decade calls on States to establish “national mechanisms with adequate funding” to implement the goals of the Decade “in partnership with indigenous peoples.” The resolution further identifies the United Nations Educational, Social, and Cultural Organization (UNESCO) to serve as lead UN agency for the Decade and invites Indigenous Peoples, “as custodians of their own languages” to develop their own implementation measures as well. Several States have already adopted “national action plans,” articulating commitments to advance the goals of the Decade. While these plans are clearly important at a symbolic level, how do we know if they will ”preserve, revitalize and promote indigenous languages”? How should stakeholders develop and assess national action plans for the IDIL? This paper proposes a set of metrics, based on the United Nations Declaration on the Rights of Indigenous People to guide national action plans for the IDIL. Our fundamental concept is that language maintenance and revitalization are as much about culture and community, and the fundamental principle of Indigenous Peoples’ self-determination, as language per se. Given the diversity of Indigenous Peoples, national action plans should offer Indigenous Peoples a structured menu of resources to meet their own objectives with respect to language rights. As they develop their objectives, Indigenous Peoples should have access to information, including data from applied linguistics, that may guide priorities both immediately and in the long term. The paper concludes with an assessment of UNESCO’s Global Action Plan as it relates to existing national action plans and Indigenous Peoples’ own activities for the Decade.