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Language Revival - MyPBLWorks

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24 views5 pages

Language Revival - MyPBLWorks

Uploaded by

Mario Nula
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Language Revival

How can we revitalize a language that is


important to our community?
Grades
6-12

Subjects
ELA, Social Studies,
World Languages

Estimated Duration
16-20 instructional
hours

Key Content
linguistics, cultural
competency,
advocacy,
presentational
communication
Students explore the process of reviving a threatened, endangered, or
dormant language and connect this important endeavor to the broader
concept of cultural preservation and diversity. Students investigate,
compare, and reflect on the nature of the target language and culture
they are studying in relation to the dominant language and culture in the
region. They engage in real-world language use and set personal goals for
language acquisition and cultural understanding.

This project is designed to be implemented in schools and programs that


are focused on revitalizing indigenous or endangered languages and
cultures, rather than in a typical World Languages (e.g., French or
Spanish) classroom. To find projects for a more typical World Language
context, see Welcome to Our School
(https://my.pblworks.org/project/welcome-our-school-bienvenidos-
nuestra-escuela), What in the World?
(https://my.pblworks.org/project/what-world), or Global Market
(https://my.pblworks.org/project/global-market).

Project Path

Project Launch
What is language revitalization?
Entry Event: Watch a video about endangered languages that are making a comeback, analyze
target language statistics, and identify personal language learning goals for the project.

Build Knowledge and Develop & Critique


How can we create a resource to teach our target language to others?
Create target language video resources that include subtitles in the dominant and target
languages.
Why did our target language fall out of widespread use, and how should the language
be preserved?
Identify causes for the target language’s decline and determine a focus for team products.

How do the mechanics and usage of the target language compare to the dominant
language?
Conduct a language comparison between the dominant and target language to determine
similarities and differences between the two.

What cultural practices do we need to keep in mind when communicating in the target
language?
Prepare for and conduct interviews with target language speakers.

Present Products

How can we share our language resources with others?


Share resources with an authentic audience and reflect on learning.

Make It Yours

Reflect on your
What is the relevance of the chosen endangered language to the
students students, and how can this connection enhance their
engagement in the project?

How can the concept of cultural humility be stressed, and what


strategies can be employed to ensure students understand and
respect cultural nuances when researching and engaging with
speakers of the target language?

What ethical considerations, such as obtaining informed consent


and respecting privacy, should be discussed with the students to
ensure the project is conducted with integrity and respect?

Reflect on your
In what ways can first language speakers or
context representatives from the community associated with the
target language be involved to provide authenticity and
depth to the project?

How can students be encouraged to raise awareness


within the school community about the importance of
language revitalization, sharing their findings and
insights?

What technology tools and support are available in your


school or community?

Reflect on the
How can the students' language proficiency in the target
content & skills language be assessed, and what resources or additional
support can be provided to make the project
appropriately challenging yet attainable?

How can the project be connected to broader issues


related to linguistic diversity and cultural heritage,
emphasizing the global significance of language
preservation?

How can collaborative learning be fostered within


student teams, promoting teamwork and creating a
supportive environment for shared learning
experiences?

Take It Further

Here are some ideas for expanding this project if you choose to do so:

Learn about, “Features of Culture


(https://www.peacecorps.gov/educators/resources/features-culture/#),” exploring both
the dominant culture of the area and the culture of those who speak the target language.

Organize language revitalization workshops within the local community, where students
can share their project findings, language resources, and insights with community
members interested in preserving their language.

Encourage students to create digital stories that intertwine personal narratives with
cultural and linguistic elements, promoting a deeper connection to the language.

Establish a digital archive for the project, ensuring that the materials created, including
interviews, documentaries, and research, are preserved and accessible for future
learners and researchers.

Form partnerships with language advocacy organizations, inviting representatives to


share their expertise, provide guidance, and connect students with broader language
revitalization initiatives.

© 2023 Buck Institute for Education

Thank you to Kristyn Kamps for development of this project.

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