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Language revitalization
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=== Oceania === ==== Australia ==== The European colonization of Australia, and the consequent damage sustained by [[Aboriginal Australian|Aboriginal]] communities, had a catastrophic effect on indigenous languages, especially in the southeast and south of the country, leaving some with no living traditional native speakers. A number of Aboriginal communities in [[Victoria (Australia)|Victoria]] and elsewhere are now trying to revive some of the [[Aboriginal Australian languages]]. The work is typically directed by a group of [[Aboriginal elder]]s and other knowledgeable people, with community language workers doing most of the research and teaching. They analyze the data, develop spelling systems and vocabulary and prepare resources. Decisions are made in collaboration. Some communities employ linguists, and there are also linguists who have worked independently,<ref>Dr Christina Eira, community linguist with the Victorian Aboriginal Corporation for Languages (VACL), [http://www.abc.net.au/radionational/programs/linguafranca/aboriginal-revival-languages/3066470 Aboriginal Revival Languages], Lingua Franca, 27 June 2009, Radio National: . Retrieved 21 June 2014.</ref> such as [[Luise Hercus]] and [[Peter K. Austin]]. * In the state of [[Queensland]], an effort is being made to teach some Indigenous languages in schools and to develop workshops for adults. More than 150 languages were once spoken within the state, but today fewer than 20 are spoken as a first language, and less than two per cent of schools teach any Indigenous language. The [[Gunggari language]] is one language which is being revived, with only three native speakers left.<ref>{{cite news |last=Hosier |first=Phoebe |title=An outback Queensland school leads the way to keep endangered Indigenous language alive |work=[[ABC News (Australia)|ABC News]] |publisher= [[Australian Broadcasting Corporation]] |date=26 May 2021 |url=https://www.abc.net.au/news/2021-05-27/qld-outback-school-revives-gunggari-indigenous-language/100162318 |access-date=13 February 2022}}</ref><ref>{{cite news |last=Moodie |first=Anthea |title=Indigenous language workshops connecting Gunggari people to culture |work=[[ABC News (Australia)|ABC News]] |publisher=[[Australian Broadcasting Corporation]] |date=27 November 2021 |url=https://www.abc.net.au/news/2021-11-28/gunggari-language-workshop-reconnection-to-culture/100605548 |access-date=13 February 2022}}</ref> * In the [[Northern Territory]], the Pertame Project is an example in [[Central Australia]]. [[Pertame]], from the country south of [[Alice Springs]], along the [[Finke River]], is a dialect in the [[Arrernte language|Arrernte group of languages]]. With only 20 fluent speakers left by 2018,<ref>{{cite news |title=To save a dying language |publisher=Alice Springs News Online |date=23 May 2019 |url=http://www.alicespringsnews.com.au/2018/05/23/to-save-a-dying-language/ |access-date=9 June 2019}}</ref> the Pertame Project is seeking to retain and revive the language, headed by Pertame elder Christobel Swan.<ref>{{cite web |title=Pertame Project |website=Call for Australian languages and linguistics |url=https://call.batchelor.edu.au/project/pertame-southern-arrernte/ |access-date=9 June 2019}}</ref> * In the far north of [[South Australia]], the [[Diyari language]] has an active programme under way, with materials available for teaching in schools and the wider community.<ref name=Dieri>{{cite web |url=https://dieriyawarra.wordpress.com/dieri-language/ |title=Ngayana Diyari Yawarra Yathayilha: Supporting the Dieri language |date=28 February 2013 |access-date=20 May 2019}}</ref> Also in South Australia, there is a unit at the [[University of Adelaide]] which teaches and promotes the use of the [[Kaurna language]], headed by [[Rob Amery]], who has produced many books and course materials.<ref>{{cite web | title=Associate Professor Rob Amery | website=[[University of Adelaide]] Staff Directory | url=https://www.adelaide.edu.au/directory/robert.amery | access-date=14 December 2023}}</ref> * The [[Victoria, Australia|Victorian]] Department of Education and Training reported 1,867 student enrollments in 14 schools offering an Aboriginal Languages Program in the state of [[Victoria, Australia|Victoria]] in 2018.<ref>{{Cite web |date=June 19, 2019 |title=Languages Provision in Victorian Government Schools, 2018 |url=https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/languages/eduState-languages-provision-report-2018.pdf |access-date=April 23, 2021 |publisher=State of Victoria (Department of Education and Training)}}</ref> ==== New Zealand ==== {{Further|Māori language revival}} One of the best cases of relative success in language revitalization is the case of [[Māori language|Maori]], also known as {{lang|mi|te reo Māori}}. It is the ancestral tongue of the indigenous Maori people of New Zealand and a vehicle for prose narrative, sung poetry, and genealogical recital.<ref name=senft>{{cite book |last=Senft |first=Gunter |title=Endangered Austronesian and Australian Aboriginal Languages |year=2010 |publisher=Pacific Linguistics |location=Canberra |isbn=9780858836235 |pages=185–192}}</ref> The history of the Maori people is taught in Maori in sacred learning houses through oral transmission. Even after Maori became a written language, the oral tradition was preserved.<ref name=senft /> Once European colonization began, many laws were enacted in order to promote the use of English over Maori among indigenous people.<ref name=senft /> The Education Ordinance Act of 1847 mandated school instruction in English and established boarding schools to speed up assimilation of Maori youths into European culture. The Native School Act of 1858 forbade Māori from being spoken in schools. During the 1970s, a group of young Maori people, the [[Ngā Tamatoa]], successfully campaigned for Maori to be taught in schools.<ref name=senft /> Also, Kōhanga Reo, Māori language preschools, called language nests, were established.<ref>{{cite book |first1=Leanne |last1=Hinton |first2=Kenneth |last2=Hale |title=The Green Book of Language Revitalization in Practice |year=2001 |publisher=[[Academic Press]] |location=San Diego |isbn=0-12-349353-6 |page=119}}</ref> The emphasis was on teaching children the language at a young age, a very effective strategy for language learning. The Maori Language Commission was formed in 1987, leading to a number of national reforms aimed at revitalizing Maori.<ref name=senft /> They include media programmes broadcast in Maori, undergraduate college programmes taught in Maori, and an annual Maori language week. Each ''[[iwi]]'' (tribe) created a language planning programme catering to its specific circumstances. These efforts have resulted in a steady increase in children being taught in Maori in schools since 1996.<ref name=senft /> ==== Hawaiian ==== {{Main|Hawaiian language}} On six of the seven inhabited islands of [[Hawaii]], Hawaiian was displaced by English and is no longer used as the daily language of communication. The one exception is [[Niihau|Niʻihau]], where [[Hawaiian language|Hawaiian]] has never been displaced, has never been endangered, and is still used almost exclusively. Efforts to revive the language have increased in recent decades. Hawaiian [[language immersion]] schools are now open to children whose families want to retain (or introduce) Hawaiian language into the next generation. The local [[National Public Radio]] station features a short segment titled "Hawaiian word of the day". Additionally, the Sunday editions of the ''[[Honolulu Star-Bulletin]]'' and its successor, the ''[[Honolulu Star-Advertiser]]'', feature a brief article called ''Kauakūkalahale'', written entirely in Hawaiian by a student.<ref>Wilson, W. H.; Kamanä, K. (2001). Mai loko mai o ka 'i'ini: Proceeding from a dream: The Aha Pûnana Leo connection in Hawaiian language revitalization. In L. Hinton & K. Hale (eds.). ''The green book of language revitalization in practice''. San Diego, CA: Academic Press. pp. 147–177.</ref>
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