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Some ways to endanger an endangered language project / Lindsay J. Whaley // Language and education 2011, Vol25, N.3
2011
p. 339-348

The success of programs that are focused on revitalizing an endangered language de¬pends on careful implementation. This paper examines four common mistakes that are made when linguists and anthropologists get involved with documenting endangered languages or participating in revitalization efforts: a failure to appreciate the complexity of the notion of ‘the community’; an overly simple understanding of the notion of ‘the language’; a neglect of the social dynamics and needs that underlie language use; and assuming too much control of the revitalization efforts. In the process of laying out these issues, a framework for how cultural outsiders can participate in an endangered language project will emerge. Fundamental to this framework is the recognition that language is a social practice, and as a consequence, working with an endangered language entails engagement with a range of complex, and often countervailing, social dynamics
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Using existing documentation for teaching and learning endangered languages / Racquel-María Sapién, Tracy Hirata-Edds. // Language and Education Vol.33, No 6/2019
UK : Taylor & Francis Group, 2019.
p. 560-576 ; 26 cm.

Although the ideal in work with endangered languages is to design collaborative projects that integrate documentation and support for revitalization from the outset, the reality is that many language workers must rely on existing products of documentation to create materials. Traditional documentation, including reference grammars, dictionaries, and texts, was often created primarily for academic audiences and may be unsuitable for learning and inaccessible to nonacademics. However, time pressure and limited corpora result in many community members’ reliance on less-than-ideal resources to support revitalization. This article illustrates the ways in which existing products of language documentation can be used in support of revitalization activities. Drawing on the authors’ varied work with speakers, teachers, and learners of languages of the Americas, this article provides example uses for documentation in curriculum, lesson, and materials development. Attention is paid to finding functional samples of language and getting maximal use from a single product by illustrating multiple uses for individual resources.