Hedekeyeh Hots’ih Kāhidi – “Our Ancestors Are In Us,” describes a Tahltan worldview, which is based on the connection Tahltan people have with our Ancestors, our land, and our language. From this worldview, I have articulated a Tahltan methodology, Tahltan Voiceability, which involves receiving the teachings of our Ancestors and Elders, learning and knowing these teachings, and the sharing of these teachings with our people. By giving voice to our Ancestors and Elders, as well as to all of our people, it sets the stage for research that is useful, relational, and transformative. Tahltan Voiceability speaks not only to the methodology of this study, but also the way in which the voices of my people can gain strength and healing from the revitalization of our language. Conversations with fluent speakers, language teachers, educators, administrators, and language learners informed this investigation with their ideas and experiences regarding Tahltan language revitalization. The learnings from the research are presented in such a way as to honour all voices, using different modes of written expression woven throughout the dissertation. The organization of the dissertation is based upon physical manifestations – examples of art – that have played key roles in my Tahltan journey. This investigation addressed the following questions: How can Tahltan language revitalization positively affect the lives of my people? In the past and present, what has been done to maintain, preserve, and revitalize our Tahltan language? In the future, what do my people need to do to continue to maintain, preserve, and revitalize our Tahltan language? In terms of positive effects, language revitalization can be the start of a process in which we begin to heal from the impacts of past losses by reclaiming our language, culture, and identity, thereby allowing our voices to become stronger and healthier. My people need to identify the steps and actions we need to take in the areas of health, education, social development, and Aboriginal rights and title, so that we can revitalize our language and heal at the same time. From what I learned from co-researchers, scholars who have worked with our Tahltan communities, other Indigenous community language revitalization experts, and international language revitalization scholars, I have provided suggestions to a newly formed Tahltan Language Authority dealing with the assessment of the language, community support, and language revitalization programs being used in British Columbia and other parts of the world. Finally, I speak about Tahltan identity, the process of language revitalization, and the connection between language revitalization and healing as forms of empowerment for my people. / Graduate

abstract: This study investigated the limitations of Navajo language teaching in Navajo Head Start immersion centers. The research questions asked what did Head Start teachers perceive as barriers to Navajo children successfully learning the Navajo language, what skills and knowledge did Head Start teachers have that were relevant to teach Head Start children the Navajo language, what Head Start teachers perceived as their strengths and weaknesses of the language immersion program, and what program and instructional qualities promoted and restricted the success of the language program? Two males and six females who resided in the western part of the Navajo Nation wee interviewed as to their teaching experiences. All of the interviewees were between the ages of late 40's to mid-60's and all spoke Navajo fluently. They had been employed with Head Start for more than 10 years. They came from families who had strong beliefs in the Navajo culture and language, and believed all teachers should take Navajo language and culture classes to teach in Head Start. The interviews revealed the participants use their traditional language and culture skills to teach Navajo, but they had limited knowledge as how to use the curriculum provided by Division of Dine Education. The English curriculum was accessible and easy to follow, but did not adhered to President Hale's Executive Order to perpetuate the language. It was recommended that Head Start administrators and support staff review the Navajo language policies and regulations, train teachers how to write a lesson plan that was simple and teacher friendly, revamp the curriculums, and train teachers how to critique, analyze and develop lessons from the Navajo Curriculum. In addition, administrators, should monitor and provide technical assistance to ensure teachers are implementing Navajo language instruction according to Navajo Standards and monitoring each child's progress according to developmental domains and assessment. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2015

abstract: The dissertation focuses on one Truku (Indigenous) village in eastern Taiwan and aims to understand the processes and possibilities of bottom-up language revitalization. In 2012, the National Geographic Genographic Legacy Fund supported the village to start a community-driven language revitalization initiative. Drawing on scholarship guided by critical Indigenous research methodologies, critical sociocultural approaches to language policy and planning, and sociocultural approaches to learning, this study is an attempt to generate qualitative ethnographic research to facilitate local praxis. The major findings are four: Firstly, after decades of colonialism, villagers' lived experiences and language ideological standpoints vary significantly across generations and households, which constraints the possibility of collective endeavors. Secondly, building on previous scholars' emphasis on "ideological clarification" prior to language revitalization, I identify the dimension of embodied ideological differences, using cultural historical activity theory to illustrate how certain "mainstream" artifacts (e.g. orthography) can confine orally dominant elders' capacity to contribute. In a similar vein, by closely examining children's voices and language performances, I highlight children's theory of language as relationship-building and a theory of learning as participation in communities of participation, which stand in stark contrast to adult educators' constructs of acquisition and proficiency in traditional SLA. Finally, inspired by children and elders' voices, methodologically I argue for a relational conceptualization of agency and propose a relationship-oriented language revitalization framework. Such framework values and incorporates existing social relationships in praxis, and requires researchers and practitioners to humbly recognize the work of power in social relations and develop a trusting, reflective bond with the villagers before rushing to impose agendas. This dissertation contributes to the scholarship of language policy and planning by incorporating sociocultural learning theories designed to generate praxis-oriented analysis. By contextualizing identity and SLA processes in an Indigenous context, the study also illuminates the affective dimension of language learning and education. Overall this study offers valuable insights for scholars, educators, and practitioners interested in community-based language education. Equally important, this research represents the voices of multiple generations of Truku people, deeply committed to ensuring that future generations remain connected to their heritage language, knowledge system, and ways of being. / Dissertation/Thesis / Ph.D. English 2014

In this study, the perceptions of 42 teachers—from the Stann Creek District, Belize—regarding the implementation and use of Intercultural Bilingual Education (IBE) as a language preservation tool in their schools were examined. Intercultural Bilingual Education (IBE) is a teaching method that aims at promoting the preservation of indigenous languages by integrating an indigenous language and culture into the academic curriculum, such that students can develop a better appreciation of their history and traditional practices. To examine the perspectives of teachers regarding IBE, Q Methodology was used to examine the research question: What is the range of perspectives teachers hold regarding IBE as a language preservation tool? From participant interviews and responses to an open-ended prompt centered on the research questions, the researcher developed a 40-item Q sample comprising statements that represented distinct perspectives on the use of IBE as a language preservation tool. Forty-two participants then sorted these 40 statements within a forced distribution grid that ranged from “most like my perspective” (+4) to “least like my perspective” (-4). These 42 Q sorts were then correlated; the correlations were then analyzed and rotated using PQ method software. Four factors were extracted from this process and they were converted to factor arrays resembling the same initial forced distribution grid. Based on an interpretation of the holistic configuration of these factor arrays and descriptive comments from participants concerning their sorts, these factors were named as: Strongly Supported IBE (Factor 1), Strongly Opposed but Conflicted about IBE (Factor 2), Cautiously Optimistic about IBE (Factor 3), and Supported IBE for Intergenerational Language Transfer (Factor 4). Implications from this study for administrators of similar programs include the importance of understanding teacher beliefs regarding their preparedness to deliver an IBE curriculum as well as their perceptions regarding the usefulness of such an approach, particularly given the additional instructional time needed to deliver it.

The study interrogates the marginalisation of the Tonga language in the school curriculum of Zimbabwe. It explores the causes of marginalisation and what can be done by the Zimbabwean government to promote the Tonga language in the school curriculum at all levels in the education domain in Zimbabwe. In the study, the researcher uses a mixed method approach where qualitative and quantitative research techniques are used to corroborate data from different data gathering sources. The postmodernist theory is used in this research because of its encouragement of pluralism in society so as to enhance social cohesion. This is so because all languages are equal and they share the same functions and characteristics. There is no superior or inferior language in the eyes of the postmodernists. Participants for this study were drawn from district officials, selected primary and secondary school educators, primary and secondary school heads, all from Binga district of Zimbabwe and three university Tonga language lecturers, all purposefully selected. Focus group discussions, interviews, questionnaires, documents analysis and observations were used to collect data for this study. The data collected was then analysed using qualitative and quantitative analysis for triangulation purposes. The research established that the marginalisation of the Tonga language in Zimbabwe is caused by both exogenous and endogenous factors. The major factor is Zimbabwe‘s lack of a clear language policy exacerbated by attitudes of the different stakeholders which has also facilitated and enhanced the peripherisation of the Tonga language in Zimbabwe. The government of Zimbabwe has a tendency of declaring policies and not implementing them. Consequently, the government reacts to language problems as they arise. The study also reveals the importance of the Tonga language in the school curriculum in Zimbabwe. It also establishes that, for the Tonga language to be promoted there is need for the expeditious training of educators by the Ministry of Higher and Tertiary Education, Science and Technology Development. There is need for the government of Zimbabwe to strengthen their language policy so that the status of Tonga is enhanced and uplifted. A strong language policy will compel different stakeholders to stick to their mandate thereby improving the place of the Tonga language in the school curriculum at all levels of the curriculum in Zimbabwe. / African Languages / D. Litt. et Phil. (African Languages)

Orientador: Angel Humberto Corbera Mori / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T22:40:31Z (GMT). No. of bitstreams: 1 Ishy_PriscilaHanako_M.pdf: 9919794 bytes, checksum: 03ec868860fdad70163ca64d523816bf (MD5) Previous issue date: 2012 / Resumo: O resumo poderá ser visualizado no texto completo da tese digital / Abstract: The abstract is available with the full electronic document / Mestrado / Linguistica / Mestra em Linguística

La traducción del castellano al quechua es una actividad que después de aproximadamente dos siglos ha ganado una vez más importancia en el Perú. En gran parte se debe a la promulgación de la Ley de Lenguas Indígenas del Perú, que establece que todo documento oficial debe estar traducido a la lengua del territorio donde se emita. Ante esto, el Estado decidió impartir programas de capacitación para traductores e intérpretes de lenguas originarias, entre ellas el quechua. Los traductores de quechua cumplen un rol importante en la sociedad y su labor es compleja por razones lingüísticas y culturales inherentes a esta lengua originaria. Sin embargo, existen muy pocos estudios que han investigado su proceso de traducción. En este contexto, el presente estudio cualitativo se ha enfocado en analizar las estrategias traslativas comunes y distintas de traductores castellano-quechua mediante estrategias establecidas por la traductología que sirven como instrumento de análisis para clasificarlas. Para ello, se realizaron entrevistas a siete traductores que residen en Lima. Los resultados reflejan que las estrategias más frecuentes son préstamos, filtros culturales, paráfrasis, neologismos con nuevo sentido, cambios en la estructura de la frase y naturalizaciones. Asimismo, se hallaron factores que los participantes consideraron para escoger sus estrategias: el receptor, la finalidad de la traducción, los requerimientos del cliente, la cultura y el contexto. Adicionalmente, se encontraron perspectivas comunes de los traductores al emplear dichas estrategias. / Translating from Spanish into Quechua is an activity that, after approximately two centuries, has gained importance in Peru again. This is largely due to the enactment of the Peruvian Indigenous Languages Act, which establishes that all official documents must be translated into the language of the territory where they are issued. Given this situation, the Peruvian government started to provide training programs for translators and interpreters of indigenous languages, including Quechua. Quechua translators play an important role in society and their work is complex because of linguistic and cultural aspects inherent in this indigenous language. However, there are very few studies that have researched their translation process. In this context, the present qualitative research has focused on analyzing different and common translation strategies of Spanish-Quechua translators employing strategies established by Translation Studies, which serve as a tool for analysis that helps to classify them. To this end, we conducted interviews with seven translators residing in Lima. The results reflect that the most frequent strategies are loan, cultural filtering, paraphrase, neologism with new senses, phrase structure change and naturalization. Likewise, we found that there are factors that participants considered to choose their strategies: receiver, purpose of translation, client's requirements, culture, and context. Furthermore, we discovered that translators shared common viewpoints related to those strategies. / Tesis

El artículo analiza las perspectivas de un grupo de intérpretes de lenguas indígenas sobre la interpretación en el sistema judicial del Perú. Se condujeron entrevistas semiestructuradas con ocho intérpretes de diferentes lenguas indígenas, quienes relataron la adquisición de la lengua de su pueblo y del castellano, sus actividades profesionales, sus procesos de inserción en las políticas lingüísticas estatales y sus miradas sobre las relaciones de poder que se evidencian en su trabajo con el Estado y en el sistema judicial en específico. Se exponen las perspectivas de las y los participantes sobre su relación con las comunidades indígenas que reciben el servicio lingüístico y con operadores de justicia. Estas interacciones construyen diferentes dimensiones identitarias en el conjunto de intérpretes, a la vez que marcan sus entendimientos sobre sus roles y estatus. / This paper analyzes the perspectives of a group of Peruvian indigenous language interpreters regarding interpreting in the Peruvian justice system. Semi-structured interviews were conducted with eight indigenous language interpreters, in which they described the learning process of both their indigenous language and Spanish, their professional experiences, their integration process through the language policies implemented in Peru and their perspectives about the power relations they experienced while working in Peruvian governmental entities, specifically in the Peruvian judicial system. This paper also presents the interpreter’s perspectives regarding their interactions with judicial officials and the indigenous communities requesting the interpreting services, which helped to build different aspects of their identities within the group of Peruvian indigenous languages interpreters and shaped their insights about role and status. / Tesis

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The research highlights the problems of the diglossic relationship between Shona and English in the teaching-learning situation in Zimbabwe secondary schools. It focuses on how English as a high variety language adversely affects the performance of learners writing 'O' level Shona examinations in secondary schools. The research also confirms that teachers and learners of Shona in Zimbabwean secondary schools have a negative attitude towards Shona. Finally, the use of English in the teaching of Shona, the less hours allocated to Shona, the low esteem of Shona vis-à-vis the dominance of English and the association of English with social mobility impact on the attitude of students towards Shona as a subject. This linguistic attitude coupled with orthographic problems causes low passes in Shona at 'O' level. Hence, one proposes, language awareness campaigns and the use of Shona in the teaching of practical criticism and grammar. / African Languages / M.A. (African Languages)