1st Edition

Teaching Writing to Children in Indigenous Languages
Instructional Practices from Global Contexts





ISBN 9780367661755
Published September 30, 2020 by Routledge
312 Pages

USD $48.95

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Book Description

This volume brings together studies of instructional writing practices and the products of those practices from diverse Indigenous languages and cultures. By analyzing a rich diversity of contexts—Finland, Ghana, Hawaii, Mexico, Papua New Guinea, and more—through biliteracy, complexity, and genre theories, this book explores and demonstrates critical components of writing pedagogy and development. Because the volume focuses on Indigenous languages, it questions center-margin perspectives on schooling and national language ideologies, which often limit the number of Indigenous languages taught, the domains of study, and the age groups included.

Table of Contents



1 Teaching Writing to Children in Indigenous Languages: Introduction



Ari Sherris & Joy Kreeft Peyton



 





2 Early and Emergent Literacy Practices as a Foundation for Hawaiian Language Medium Education



Candace Kaleimamoowahinekapu Galla



William "Pila" H. Wilson



 



3 Early Writing in Torwali in Pakistan



Zubair Torwali



 





4 Early Childhood Safaliba Literacy in Ghana



Ari Sherris



 





5 Emergent Writing in Notsi in Papua New Guinea



Gertrude Nicholas



 





6 Emergent Writing in Numanggang in Papua New Guinea



Samuel Saleng



Gertrude Nicholas



 



7 Teaching Task-based Writing in Zapotec in Oaxaca, Mexico



Katherine J. Riestenberg



Raquel Eufemia Cruz Manzano



 



8 Cherokee Writing in an Elementary Immersion School



Lizette Peter



Tracy Hirata-Edds



Ryan Wahde Mackey



 





9 Writing Instruction in Xitsonga in South Africa



Tinswalo V. Manyike



Nkidi Phatudi



 



10 Early Writing in Nungon in Papua New Guinea



Hannah S. Sarvasy



Eni Ögate



 





11 Mother Tongue Instruction and Biliteracy Development in P’urhepecha in Central Mexico



Kate Bellamy



Cynthia Groff



 





12 Ngäbere: An Orthography of Language Revitalization in Western Panama



Ginés Alberto Sánchez Arias



Manolo Miranda (Tido Bangama)



Mary Jill Brody



 





13 The Global in the Local: Young Multilingual Language Learners Write in North Sámi (Finland, Norway, Sweden)



Kirk P. H. Sullivan



Kristina Belancic



Eva Lindgren



Hanna Outakoski



Mikael Vinka



 





14 Re-centering Pedagogy on Oral Traditions: Examples from Southwest Indigenous Languages



Christine P. Sims



 



15 What Matters for Indigenous Language Writing



Kendall A. King

...
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Editor(s)

Biography

Ari Sherris is an Associate Professor of Bilingual Education at Texas A&M University, Kingsville, USA.



Joy Kreeft Peyton is a former Vice President and currently Senior Fellow at the Center for Applied Linguistics, Washington, DC, USA.

Reviews

As the world cascades toward sameness in languages, this volume puts up a huge stop sign. With convincing historical accounts and a wide range of instructional practices, this book is an absolute must-read for any social scientist or linguist. Dedicated to language revitalization, the experts represented here stress the vitality of entry into the social and cognitive worlds of children from different cultures through a substantial dedication to writing and reading.

Shirley Brice Heath

Margery Bailey Professor of English and Dramatic Literature; Professor of Linguistics, Emerita

Stanford University

This exciting book focuses on an under-researched topic that fills a hole in the fields of both literacy education and language revitalization – teaching the writing of Indigenous languages to children. Centering on the role of literacy education in language revitalization, the chapters range the world, with chapters on languages with millions of speakers, to a handful from revitalizing writing systems that have a past history of literacy, to new orthographies developed for the first time for re-awakening languages. Importantly, attention is paid to debates over possible negatives of putting oral languages to paper, but shows the importance of writing for the survival of endangered languages, for many reasons including (re)valorization, revival of genres, increased functions of the language, and present-day communicative needs. While both written documentation and orthographic development have been topics of research and activism in language revitalization, this volume is a very welcome first, with its emphasis on the pedagogy of writing.

Leanne Hinton

Professor Emerita, University of California, Berkeley

The UN has issued alarming declarations about the state of learning for disadvantaged linguistic minorities. UNICEF[1]<