Editing Language revitalization (section)

=== Americas ===
==== North America ====
In recent years, a growing number of [[Indigenous peoples of the Americas|Native American]] tribes have been trying to revitalize their languages.<ref>{{Cite news |title=American Indian tribes turn to technology in race to save endangered languages |newspaper=[[The Washington Post]] |access-date=2013-04-19 |date=2013-04-17 |url=https://www.washingtonpost.com/national/american-indian-tribes-turn-to-technology-in-race-to-save-endangered-languages/2013/04/17/56e8a5d0-a72d-11e2-9e1c-bb0fb0c2edd9_story.html}}{{dead link|date=June 2021|bot=medic}}{{cbignore|bot=medic}}</ref><ref name="Cohen">{{cite news |last=Cohen |first=Patricia |title=Indian Tribes Go in Search Of Their Lost Languages |work=[[The New York Times]] |page=1 |date=6 April 2010 |url=https://www.nytimes.com/2010/04/06/books/06language.html}}</ref> For example, there are apps (including phrases, word lists and dictionaries) in many Native languages including [[Cree language|Cree]], [[Cherokee language|Cherokee]], [[Chickasaw language|Chickasaw]], [[Lakota language|Lakota]], [[Ojibwe language|Ojibwe]], [[Oneida language|Oneida]], [[Massachusett language#Revival|Massachusett]], [[Navajo language|Navajo]], [[Halq'emeylem]], [[Gwich'in language|Gwych'in]], and [[Lushootseed language|Lushootseed]].

[[Massachusett language|Wampanoag]], a language spoken by the people of the same name in Massachusetts, underwent a language revival project led by [[Jessie Little Doe Baird]], a trained linguist. Members of the tribe use the extensive written records that exist in their language, including a translation of the Bible and legal documents, in order to learn and teach Wampanoag. The project has seen children speaking the language fluently for the first time in over 100 years.<ref>{{cite web |url=http://www.jessielittledoe.com/jessie_CV.pdf |title=Jessie Little Doe Baird CV |access-date=2014-11-20 |url-status=dead |archive-url=https://web.archive.org/web/20130810115929/http://www.jessielittledoe.com/jessie_CV.pdf |archive-date=2013-08-10}}</ref><ref>{{Cite web |url=https://newengland.com/yankee-magazine/living/profiles/wampanoag-language/ |title=The Long-Dead Native Language Wopânâak is Revived |date=October 9, 2012}}</ref> In addition, there are currently attempts at reviving the [[Chochenyo language]] of California, which had become extinct.

Efforts are being made by the Confederated Tribes of the Grand Ronde Community and others to keep [[Chinook Jargon]], also known as [[Chinuk Wawa]], alive. This is helped by the corpus of songs and stories collected from [[Victoria Howard]] and published by [[Melville Jacobs]].<ref>{{Cite news |title=Tribes strive to save native tongues |work=[[Christian Science Monitor]]}}</ref><ref>{{Cite book |last1=Howard |first1=Victoria |title=Clackamas Chinook performance art: verse form interpretations |last2=Mason |first2=Catharine |last3=Jacobs |first3=Melville |date=2021 |publisher=University of Nebraska Press American Indian Research Institute, Indiana University |isbn=978-1-4962-2411-8 |series=Studies in the anthropology of North American Indians series |location=Lincoln Bloomington}}</ref>

The open-source platform [[FirstVoices]] hosts community-managed websites for 85 language revitalization projects, covering multiple varieties of 33 Indigenous languages in [[British Columbia]] as well as over a dozen languages from "elsewhere in Canada and around the globe", along with 17 dictionary apps.<ref>{{cite news |title=FirstVoices celebrates International Mother Language Day with the launch of a new version of its free, open-source, Indigenous |url=https://www.thecanadianpressnews.ca/globenewswire_press_releases/firstvoices-celebrates-international-mother-language-day-with-the-launch-of-a-new-version-of-its/article_1ed78ef9-2a2c-52ef-a19d-5699304230c2.html |access-date=21 February 2024 |work=Canadian Press |date=21 February 2024}}</ref>

=====Tlingit=====
Similar to other indigenous languages, [[Tlingit language|Tlingit]] is critically endangered.<ref name=":0">{{Cite journal |title=Breathing Life into New Speakers: Nsyilxcn and Tlingit Sequenced Curriculum, Direct Acquisition, and Assessments |journal=[[Canadian Modern Language Review]] |volume=73 |issue=2 |pages=109–132 |last=Johnson |first=S?ímla?xw Michele K. |date=May 2017 |doi=10.3138/cmlr.3549 |s2cid=151866033}}</ref> Fewer than 100 fluent Elders existed as of 2017.<ref name=":0" /> From 2013 to 2014, the language activist, author, and teacher, Sʔímlaʔxw Michele K. Johnson from the Syilx Nation, attempted to teach two hopeful learners of Tlingit in the Yukon.<ref name=":0" /> Her methods included textbook creation, sequenced immersion curriculum, and film assessment.<ref name=":0" /> The aim was to assist in the creation of adult speakers that are of parent-age, so that they too can begin teaching the language. In 2020, X̱ʼunei [[Lance Twitchell]] led a Tlingit online class with [[Outer Coast College]]. Dozens of students participated.<ref>{{cite news |last1=Smith |first1=Corinne |title=Free online Tlingit language class sees widespread interest during pandemic |url=https://www.ktoo.org/2020/08/11/free-online-tlingit-language-class-sees-widespread-interest-during-pandemic/ |access-date=25 March 2021 |work=KFSK |publisher=KTOO FM |date=11 August 2020}}</ref> He is an associate professor of Alaska Native Languages in the School of Arts and Sciences at the [[University of Alaska Southeast]] which offers a minor in Tlingit language and an emphasis on Alaska Native Languages and Studies within a Bachelorʼs degree in Liberal Arts.<ref>{{cite news |title=UAS ceremony honors 670 grads |url=https://www.juneauempire.com/news/uas-ceremony-honors-670-grads/ |access-date=25 March 2021 |work=Juneau Empire |date=3 May 2016}}</ref>

==== South America ====
[[Kichwa language|Kichwa]] is the variety of the [[Quechuan languages|Quechua]] language spoken in [[Ecuador]] and is one of the most widely spoken indigenous languages in South America. Despite this fact, Kichwa is a threatened language, mainly because of the expansion of Spanish in South America. One community of original Kichwa speakers, Lagunas, was one of the first indigenous communities to switch to the Spanish language.<ref name=beginning>{{cite book |last=King |first=Kendall |title=Language Revitalization Processes and Prospects: Quichua in the Ecuadorian Andes |year=2001 |publisher=Multilingual Matters LTD |location=New York |isbn=1-85359-494-6 |pages=71–83}}</ref> According to King, this was because of the increase of trade and business with the large Spanish-speaking town nearby. The Lagunas people assert that it was not for cultural assimilation purposes, as they value their cultural identity highly.<ref name=beginning /> However, once this contact was made, language for the Lagunas people shifted through generations, to Kichwa and Spanish bilingualism and now is essentially Spanish monolingualism. The feelings of the Lagunas people present a dichotomy with language use, as most of the Lagunas members speak Spanish exclusively and only know a few words in Kichwa.

The prospects for Kichwa language revitalization are not promising, as parents depend on schooling for this purpose, which is not nearly as effective as continual language exposure in the home.<ref name=end>{{cite book |last=King |first=Kendall |title=Language Revitalization Processes and Prospects: Quichua in the Ecuadorian Andes |year=2001 |publisher=Multilingual Matters LTD |location=New York |isbn=1-85359-494-6 |pages=187–218}}</ref> Schooling in the Lagunas community, although having a conscious focus on teaching Kichwa, consists of mainly passive interaction, reading, and writing in Kichwa.<ref>{{cite book |last=King |first=Kendall |title=Language Revitalization Processes and Prospects: Quichua in the Ecuadorian Andes |year=2001 |publisher=Multilingual Matters LTD |location=New York |isbn=1-85359-494-6|page=140}}</ref> In addition to grassroots efforts, national language revitalization organizations, like [[CONAIE]], focus attention on non-Spanish speaking indigenous children, who represent a large minority in the country. Another national initiative, Bilingual Intercultural Education Project (PEBI), was ineffective in language revitalization because instruction was given in Kichwa and Spanish was taught as a second language to children who were almost exclusively Spanish monolinguals.
Although some techniques seem ineffective, Kendall A. King provides several suggestions:

# Exposure to and acquisition of the language at a young age.
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# Extreme immersion techniques.
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# Multiple and diverse efforts to reach adults.
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# Flexibility and coordination in planning and implementation
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# Directly addressing different varieties of the language.
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# Planners stressing that language revitalization is a long process
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# Involving as many people as possible
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# Parents using the language with their children
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# Planners and advocates approaching the problem from all directions.

Specific suggestions include imparting an elevated perception of the language in schools, focusing on grassroots efforts both in school and the home, and maintaining national and regional attention.<ref name=end />