Bibliography

Full Reference

Adley-Santa Maria, B. (1997). White Mountain Apache language: Issues in language shift, textbook development, and native speaker-university collaboration. In Jon Reyhner (ed.), Teaching Indigenous languages (pp. 129- 143). Flagstaff, AZ: Northern Arizona University.

Aguilera, D., & LeCompte, M. D. (2007). Resiliency in Native languages: The tale of three Indigenous communities' experience with language immersion. Journal of American Indian Education, 46(3), 11-36.

Anderton, A. (1997). The wordpath show. In J. Reyhner (Ed.), Teaching indigenous languages (pp. 222-227). Flagstaff, AZ: Northern Arizona University.

Arviso, M., & Holm, W. (2001). Ts»hootsoo»di »lta'gi Din» Bizaad B»hoo'aah A Navajo immersion program at Fort Defiance, Arizona. In L. Hinton & K. Hale (Eds). The green book of language revitalization in practice: Toward a sustainable world (pp. 203-215). San Diego: Academic Press.

Bartlett, L. (2007). Bilingual literacies, social identification, and educational trajectories. Linguistics and Education, 18, 215–231.

Batchelder, A., & Markel, S. (1997). An initial exploration of the Navajo Nation’s language and culture initiative. In J. Reyhner (Ed.), Teaching indigenous languages (pp. 239-247). Flagstaff, AZ: Northern Arizona University.

Begay, S., Dick, G.S., Estell, D.W., Estell, J., McCarty, T.L., & Sells, A. (1995). Change from the inside out: A story of transformation in a Navajo community school. Bilingual Research Journal, 19, 121-139.

Begaye, T. (2007, Spring) Native teacher understanding of culture as a concept for curricular inclusion, Wicazo Sa Review, 22(1), 35-52.

Benton, R., and N. Benton. 2001. Rls in Aotearoa/New Zealand 1989-1999. In Fishman, J.A. (Ed.) Can threatened languages be saved?: Reversing language shift, revisited : A 21st century perspective (pp. 423-450). Clevedon: Multilingual Matters.

Bennett, R. (2003). Saving a language with computers, tape recorders, and radio. In J. Reyhner, O.V. Trujillo, R.L. Carrasco,& L. Lockard (Eds.) Nurturing Native languages (pp. 59-77). Flagstaff: Northern Arizona University.

Broker, P.L. (2010). Gichi-inendamang Anishinaabe-bimaadiziwin (Honoring the culture): A case study of the No Child Left Behind Act’s influence on culturally based education in a Bureau of Indian Education school serving Ojibwe students in Minnesota. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.

Brayboy, B. McK. J. (2005). Transformational resistance and social justice: American Indians in Ivy League universities. Anthropology and Education Quarterly, 36(3), 193–211.

Brayboy, B., & Castagno, A.E. (2009). Self-determination through self-education: Culturally responsive schooling for Indigenous students in the USA. Teaching Education. 20(1), p. 31-53.

Burnaby, B., MacKenzie, M., & Bobbish-Salt, L. (1999b). Native language for every subject: The Cree language of lnstruction project. In J. Reyhner, G. Cantoni, R. N. St. Clair, and E. Parsons Yazzie (Eds.). Revitalizing Indigenous Languages Web Version. Flagstaff, AZ: Northern Arizona University. Retrieved from:

Canagarajah, S. (Ed.) (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.

Carpenter, Veronica. (1997). Teaching children to ‘unlearn’ the sounds of English. In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 31–39). Flagstaff, AZ: Northern Arizona University.

Carrera-Carrillo, L., & Smith, A. R. (2006). 7 steps to success in dual language immersion : A brief guide for teachers & administrators. Portsmouth, NH: Heinemann.

Cazden, C.B. (2003). Sustaining indigenous languages in cyberspace, in J. Reyhner, O.V. Trujillo, R.L. Carrasco & L. Lockard (Eds.), Nurturing Native languages. (pp. 53-57). Flagstaff, AZ: Northern Arizona University.

Charles, W. (2009). Indigenous youth bilingualism from a Yup’ik perspective. Journal of Language, Identity, and Education, 8(5), 365-368.

Corson, D. (2000). Language diversity and education. Manwah, NJ: Lawrence Erlbaum.

Crawford, J. (2000). At war with diversity: U.S. language policy in an age of anxiety. Clevedon: Multilingual Matters.

Creese, A., Blackledge, A., and Wu, C.J. (2009) Folk stories and social identification in multilingual classrooms. Linguistics and Education, 20(4), 350 – 365.

Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251.

Cummins, J. (2000). Language, power, and pedagogy : Bilingual children in the crossfire. Clevedon: Multilingual Matters.

Cummins, J. (2003). Bilingual education. In J. Bourne & E. Reid (Eds.), Language education: World yearbook of education. London: Evan Bros.

Cummins, J., & Hornberger, N. H. (2008). Bilingual education (2nd ed.). New York: Springer.

de Reuse, W. J. (1997). Issues in language textbook development: The case of Western Apache. In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 116- 128). Flagstaff, AZ: Northern Arizona University.

Echeverria, B. (2010). For whom does language death toll? Cautionary notes from the Basque case. Linguistics and Education, 21(3), p. 197-209.

Fishman, J. A. (1982). Sociolinguistic foundations of bilingual education. The Bilingual Review/Revista Bilingue 9(1), 1–35.

Galla, C.K. (2009). Indigenous language revitalization and technology from traditional to contemporary domains. In J. Reyhner & L. Lockard (Eds.), Indigenous language revitalization: Encouragement, guidance and lessons learned. (pp. 167–182). Flagstaff, AZ: Northern Arizona University.

Garc»a, O. (2008). Bilingual education in the 21st century: A global perspective. Hoboken, NJ & Oxford: Wiley-Blackwell.

Greymorning, S. (1997). Going beyond words: The Arapaho immersion program. In J. Reyhner (Ed.), Teaching Indigenous languages. (p. 22-30). Flagstaff: Northern Arizona University.

Greymorning, S. (2001). Reflections on the Arapaho language project, or when Bambi spoke Arapaho and other tales of Arapaho language revitalization efforts. In L. Hinton & K. Hale (Eds.) The green book of language revitalization in practice: Toward a sustainable world (pp. 287-297). San Diego: Academic Press.

Gutierrez, K., Lopez, P.B., & Tejada, C. (2003). Rethinking Diversity: Hybridity and Hybrid Language Practices in the Third Space. In S. Goodman, T. Lillis, J. Maybin & N. Mercer (Eds.), Language, literacy and education: A reader (pp. 171-187). Sterling, VA: Trentham Books.

Hale, K. (2001). Linguistic aspects of language teaching and learning in immersion contexts. In L. Hinton & K. Hale (Eds). The green book of language revitalization in practice: Toward a sustainable world (pp. 227-235). San Diego: Academic Press.

Hathorn, S. (1997). The Echota Cherokee language: Current use and opinions about revival. In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 228-238). Flagstaff, AZ: Northern Arizona University.

Heredia, A., & Francis, N. (1997). Coyote as reading teacher: Oral tradition in the classroom. In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 46-55). Flagstaff, AZ: Northern Arizona University.

Hill, R., & May, S. (2011). Exploring biliteracy in M»ori-medium education: An ethnographic perspective. In T. McCarty (Ed.), Ethnography in language policy. New York: Routledge.

Hinton, L. & Hale, K. (2001). The green book of language revitalization in practice: Toward a sustainable world. San Diego: Academic Press.

Hinton, L. (2001). Federal language policy and Indigenous languages in the United States, in L. Hinton & K. Hale (Eds). The green book of language revitalization in practice: Toward a sustainable world. (pp. 39-44). San Diego: Academic Press.

Hinton, L. (2001) Introduction to revitalization of national Indigenous languages, in L. Hinton and K. Hale (Eds). The green book of language revitalization in practice: Toward a sustainable world. (pp. 101-104). San Diego: Academic Press.

Hinton, L. (2001). Teaching Methods. In Hinton, L. & Hale, K. (2001). The green book of language revitalization in practice: Toward a sustainable world. (pp. 179-189). San Diego: Academic Press.

Hinton, L. (2001). The Master-Apprentice Language Learning Program. In L. Hinton & K. Hale (2001). The green book of language revitalization in practice: Toward a sustainable world. (pp. 217-226). San Diego: Academic Press.

Hohepa, M. K. (2006). Biliterate practices in the home: Supporting Indigenous language regeneration. Journal of Language, Identity, and Education 5(4), 293–301.

Holton, G. (2006). Creolization and language maintenance in 91Ô­´´ Athabascan languages (Handout). CELCNA, Salt Lake City.

Hornberger, N. H. (1988). Bilingual education and language maintenance: A southern Peruvian Quechua case. Providence, R.I.: Foris Publications.

Hornberger, N. H. (1991). Extending enrichment bilingual education: Revisiting topologies and redirecting policy. In O. Garcia (Ed.), Bilingual Education (Vol. 1 215-234). Philadelphia: John Benjamins.

Hornberger, N. H. & Skilton-Sylvester, E. (2000). Revisting the continua of biliteracy: International and critical perspectives. Language and Education, 14(2), 96-122.

Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27–51.

Hornberger, N. H. (2005). Introduction: Heritage/Community Language Education: US and Australian Perspectives. International Journal of Bilingual Education & Bilingualism, 8(2/3), 101-108.

Hornberger, N. H. (2006). Voice and biliteracy in indigenous language revitalization: Contentious educational practices in Quechua, Guarani, and Maori contexts. Journal of Language, Identity, and Education, 5(4), 277–292.

Hornberger, N. H. (2008). Can schools save Indigenous languages? :Policy and practice on four continents. New York: Palgrave Macmillan.

Hornberger, N. H. (2009). Multilingual education policy and practice: Ten certainties (grounded in Indigenous experience). Language Teaching, 42(2), 197-211.

Howard, E., J. Sugarman, D. Christian, K. Lindholm-Leary, & D. Rogers. (2005). Guiding principles for dual language education. Washington, D.C.: Center for Applied Linguistics. http://www.cal.org/twi/guidingprincipals.htm

Jacobs, D. (1997). Science explorers translation project. In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 144-150). Flagstaff, AZ: Northern Arizona University.

Johnson, R.K. & Swain, M. (1997.) (Eds.) Immersion education: International perspectives. Cambridge: Cambridge University Press.

Ka'awa, M., & Hawkins, E. (1997). Incorporating Technology into a Hawaiian Language Curriculum. » In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 151-157). Flagstaff, AZ: Northern Arizona University.

Kipp, D. (2000). Encouragement, guidance, insights, and lessons learned for Native language activists developing their own tribal language programs. Browning, MT: Piegan Institute.

Kipp, D. (2003). Encouragement, Guidance and Lessons Learned: 21 Years in the Trenches of Indigenous Language Revitalization. In J. Reyhner Indigenous language revitalization: Encouragement, guidance & lessons learned (pp. 1-9). Flagstaff, AZ: Northern Arizona University. http://jan.ucc.nau.edu/~jar/ILR/

King, J. (2001). Te Kohanga Reo: Maori language revitalization.In Leanne Hinton & Ken Hale (eds.), The green book of language revitalization in practice: Toward a sustainable world. (pp. 129-32). New York: Academic Press.

Leung, C. (2005). Language and content in bilingual education. Linguistics and Education, 16, 238–252.

Lockard, L. (2010). He said it all in Navajo!: Indigenous language immersion in early childhood classrooms. International Journal of Multicultural Education, 12(2), 1-14.

Lo-Philip, S.W.Y. (2010) Towards a theoretical framework of heritage language literacy and identity processes. Linguistics and Education, 21(4), p. 282-297.

Lytra, V., & Spindler M»ller, J. (2011). Bringing the outside in: Negotiating knowledge and agency in multilingual learning contexts. Linguistics and Education 22(1), 1-9.

Martin, J. R. (2009), Genres and language learning: a social semiotic perspective. Linguistics and Education, 20, 10-21.

May, S. (ed). (1999). Indigenous community-based education. Clevedon: Multilingual Matters.

May, S. (1999). Language and education rights for Indigenous peoples. In S. May (Ed.), Indigenous community-based education. (pp. 42–66). Clevedon: Multilingual Matters.

May, S. (2004). Accommodating multiculturalism and biculturalism in Aotearoa/New Zealand: implications for language policy. In P. Spoonley, C. McPherson, & D. Pearson (Eds.), Tangata, Tangata. ThecChanging ethnic contours of Aotearoa/New Zealand. (pp. 247-264). Southbank, Victoria: Thomson/Dunmore Press.

May, S. (2005). Aotearoa/New Zealand: addressing the context. International Journal of Bilingual Education and Bilingualism, 8(5), 365-376.

May, S. (2008). Bilingual/Immersion Education: What the Research Tells Us. In J. Cummins & N. H. Hornberger (Eds.), Encyclopedia of Language and Education 2nd ed., Vol. Bilingual Education, (pp. 19-34): Springer Science+Business Media LLC.

May, S. (2010). Aotearoa/New Zealand. In J. Fishman & O. Garcia (Eds.), Handbook of language and ethnicity (pp. 501-517). New York: Oxford University Press.

May, S., & Hill, R. (2005). M»ori-medium education: Current issues and challenges. International Journal of Bilingual Education and Bilingualism, 8(5), 377-403.

McCarty, T., Watahomigie, L., Yamamoto, A., & Zepeda, O. (1997) School-community-university collaborations: The American Indian Language Development Institute. In J. Reyhner (Ed.) Teaching Indigenous languages (pp. 85–104). Flagstaff, AZ: Northern Arizona University.

Mccarty, T.L., & Watahomigie, L.J. (1998). Indigenous community-based language education in the USA. Language, Culture and Curriculum, 11(3), 309 - 324.

McCarty, T. (2003). Revitalising indigenous languages in homogenizing times. Comparative Education, 3(2), 147–163.

McCarty, T. L. (2006). Voice and choice in Indigenous language revitalization. Journal of Language, Identity, and Education, 5(4), 308–315.

Myers-Scotton, C. » (1992). Codeswitching as a mechanism of deep borrowing, language shift, and language death. In Brenzinger, M. (ed.), Language death: Factual and theoretical explorations with special reference to East Africa (pp. 31-58). Berlin: Mouton de Gruyter.

»»»»»»»»»» NĀ Lau Lama Community Report. Examples of Culture-based educational programs.

Nicholson, R. (1997). Marketing the Maori language. In J. Reyhner (Ed.)Teaching Indigenous languages. (pp. 206-213). Flagstaff, AZ: Northern Arizona University.

Pacific Policy Research Center. (2010). Successful bilingual and immersion education models/programs. Honolulu: Kamehameha Schools, Research & Evaluation Division.

Peterson, Leighton C. 1997. Tuning in to Navajo: The role of radio in native language maintenance. In J. Reyhner (Ed.), Teaching Indigenous languages. (pp. 207-221). Flagstaff, AZ: Northern Arizona University.

Reedy, T. M. (2000). Te reo Ma ̄ori: The past 20 years and looking forward. Oceanic Linguistics, 39, 157-169.

Reyhner, J. (Ed.) (1997). Teaching indigenous languages. Flagstaff, AZ: Northern Arizona University.

Reyhner, J., O. Trujillo, R. L. Carrasco & L. Lockard (eds.). (2003). Nurturing Native languages. Flagstaff, AZ: Northern Arizona University. http://jan.ucc.nau.edu/~jar/NNL/

Reyhner, J., & L. Lockard (eds.). (2009). Indigenous language revitalization: Encouragement, guidance & lessons learned, (pp. 1-9). Flagstaff, AZ: Northern Arizona University. http://jan.ucc.nau.edu/~jar/ILR/

Reyhner, J. (2010). Indigenous » Language » Immersion » Schools » for » Strong » Indigenous » Identities. Heritage Language Journal, 7(2), p. 137- 151.

Reyhner, J., Sakiestewa Gilbert, W., & Lockard, L. (eds.) (2011). Honoring our heritage: Culturally appropriate approaches for teaching Indigenous students. Northern Arizona University. http://jan.ucc.nau.edu/~jar/HOH/.

Scott, J. C., Straker, D. Y., Katz, L., & National Council of Teachers of English. (2008). Affirming students' right to their own language: Bridging language policies and pedagogical practices. New York: Routledge.

Shanklin, M.T., Paciotto, C., & Prater, G. (1997). The KinderApache Song and Dance Project. In J. Reyhner ( Ed.), Teaching Indigenous languages (pp. 77-84). Flagstaff, AZ: Northern Arizona University.

Silverthorne, J. A. (1997). Language preservation and human resources development. In J. Reyhner (Ed.) Teaching Indigenous languages (pp. 105–115). Flagstaff, AZ: Northern Arizona University.

Spolsky, B. (2002) Prospects for the survival of the Navajo language: A reconsideration. Anthropology & Education Quarterly, 33(2), 139-162.

St. Clair, R. N. (1997). The invisible doors between cultures. In Reyhner, J. (Ed.), Teaching Indigenous languages (287-291). Flagstaff, AZ: Northern Arizona University.

Tezozomoc, Danza Azteca Huehueteotl, & Danza Azteca Tenochtitlan » (1997). Revernacularizing Classical N»huatl Through Danza (Dance) Azteca-Chichimeca. In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 56-76). Flagstaff, AZ: Northern Arizona University.

Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz and Washington, DC: Center for Research on Education, Diversity & Excellence.

Trujillo, O. V. (1997). A tribal approach to language and literacy development in a trilingual setting. In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 10-21). Flagstaff, AZ: Northern Arizona University.

Varghese, M. (2004). Professional development for bilingual teachers in the United States: Articulating and contesting professional roles. In J. Brutt-Griffler & M. Varghese (Eds.), Re-writing bilingualism and the bilingual educator’s »»»» knowledge base (pp. 130–145). Clevedon, England: Multilingual Matters.

Webster, A. (2010). Imagining Navajo in the boarding school: Laura Tohe’s no parole Today and the intimacy of language ideologies. Journal of Linguistic Anthropology, 20(1), 39–62.

Wortham, S. (2006). Learning and identity: The joint emergence of social identification and academic learning. Cambridge: Cambridge University Press.

Wyman, L., Marlow, P., Andrew, C. F., Miller, G., Nicholai, C. R., & Yurrliq Nita Rearden, Y. N. (2010). High stakes testing, bilingual education and language endangerment: a Yup’ik example. International Journal of Bilingual Education and Bilingualism, 13(6), 701 - 721.

Yamauchi, L. A., & Tharp, R. G. (1995). Culturally compatible conversations in Native American classrooms. Linguistics and Education, 7, 349-367.

Yamauchi, L. A., Ceppi, A. K. and Lau-Smith, J.-A. (2000). Teaching in a Hawaiian Context: Educator Perspectives on the Hawaiian Language Immersion Program. Bilingual Research Journal, 24(4), 385-404.

Yamauchi, L. A., & Purcell, A. K. (2009). Community Involvement in a place-based program for Hawaiian high school students. Journal of Education for Students Placed at Risk, 14(2), 170-188.