Sustaining indigenous identity through language development: Comparing indigenous language instruction in two contexts

Abstract

Indigenous language instruction in elementary and secondary schools has a significant impact on indigenous culture and identity. The history of indigenous language instruction policy is always unique and its impact on the community depends on a range of internal and external factors. Using a theoretical framework of ethnic identity formation and cultural revitalization, we compare indigenous language policy and use in the Northern Cheyenne Nation and Timor-Leste. We identify commonalities and differences in indigenous language instruction when the indigenous language is in a stage of revitalization (Northern Cheyenne Nation) vs. preservation or prevention of language loss (Timor-Leste). In both cases we find that decentralized formal educational decision-making, and increased support of self-determination for indigenous groups play a key role in the successful pursuit of indigenous language instruction leading to increased salience of indigenous group identities and indigenous language use in schools, other institutions, and daily life. While each case has a unique history of oppression, colonization, duration of assimilationist policies, and available resources for the advocacy of indigenous language instruction, there are important similarities in the general experiences of indigenous language groups independent of whether the indigenous language in question is in a stage of revitalization or preservation.