Embedded Files
Articles
Articles
Risling Baldy, C. (2015). Coyote is not a metaphor: On decolonizing, (re)claiming and (re)naming Coyote. Decolonization: Indigeneity, Education & Society, 4(1), 1-20.
Risling Baldy (2015) breaks down the common misconception of Coyote First Person as being identified with being a “trickster,” when originally, Coyote First Person actually built and supported Indigenous ideas about the world and challenged Western ideas about the world. Risling Baldy also discusses the importance of storytelling and how Coyote First Person can be utilized as a tool to decolonize in Indigenous communities to reclaim identity and language.
Field, M. & Meza Cuero, J. (2012). Kumeyaay oral tradition, cultural identity, and language revitalization. Oral Tradition, 27(2), 319-332.
Field and Cuero (2012) write about traditional “trickster tales” that contain moral content for children but can be read by any audience to learn of specific cultural identities and values. This article is specific to the Kumeyaay community. Scholars found this article helpful to understand Kumeyaay specific identity and values. Scholars also noted that Field and Cuero found many dialects in the Mexican Kumeyaay tribal communities and the different research guidelines and perspectives on language revitalization efforts and research of their language.
Dyc, G. (2002). Language learning in the American southwestern borderlands: Navajo speakers and their transition to academic English literacy. Bilingual Research Journal, 26(3), 611-630.
This article by Dyc (2002) is presented for teachers to gain insight and knowledge of the first and second languages of their students. It also focuses on the regional language learners through field studies and classroom practices. The article’s main purpose is to develop authentic bilingualism in the Four Corners region.
Agha, M. (2012, March 18). Language preservation helps American Indian students stick with college. The Sacramento Bee.
Agha (2012) describes the personal journey of Michael Murphy who challenges himself to attend a nearby university (California State University [CSU], San Marcos) and attributes his personal success in higher education with the student group, American Indian Student Alliance. CSU San Marcos counts about forty tribes in its area. They have created a project called California Indian Culture and Sovereignty Center that focuses on strengthening relationships between the tribes and the campus to boost retention and graduation rates.
Reyhner, J. & Tennant, E. (1995). Maintaining and renewing Native languages. The Bilingual Research Journal, 19(2), 279-304.
Reyhner and Tennant (1995) review research for maintaining and renewing American Indian languages. They focus on examples of school-based Native language efforts in early childhood, elementary, secondary, and tribal colleges. They also provide specific suggestions for maintaining and renewing Native languages.
Crawford, J. (1996). Seven hypotheses on language loss causes and cures. Stabilizing Indigenous Languages, 45-60.
Crawford (1996) discusses historical research in U.S. language policies and his own anecdotal observations in Native American communities. He believes that educators are vital to sharing information regarding language loss and are in a position to help address the language loss crisis in Native American communities.
Dissertation
Dissertation
Rodriguez, S.(2020). Kumeyaay Language Loss and Revitalization. A Dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Education. UC San Diego; California State University, San Marcos. Ann Arbor, MI: ProQuest.
Abstract: Indigenous populations around the world face the culturally devastating prospect of language loss. In the United States, Native communities are at risk. This study examines the challenge of language loss for the Kumeyaay Nation, located in southwestern portion of the United States. It explores the language loss experienced by the Kumeyaay people, as well as the impact this loss has had on its people in San Diego, California, and Baja California, Mexico. This is a uniquely Indigenous study: the author is a Kumeyaay tribal member and fluent language speaker, and Kumeyaay elders provide insight for policy recommendations. Interviews with extant Kumeyaay speakers reveal their small number and the difficulties of language xii transmission for the individual, family, and community. Perceptions of Kumeyaay elders about language atrophy are mapped onto UNESCO factors of language loss and are placed in the context of language socialization literature. The practices of extermination, containment, and later, of assimilation are shown to have directly and indirectly threatened the Kumeyaay language. Interviews show that elders’ perceptions about the state of the language are accurate, and they support the UNESCO supposition that small numbers of speakers and a lack of intergenerational language transmission can produce language atrophy. Prospects for current revitalization of the language depend upon an inventory of Kumeyaay language assets and innovative language transmission programs tailored to Native Kumeyaay communities.
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