This book, co-edited by our former SOAS colleague, Julia Sallabank, is coming out in January 2021 and will be of interest to readers. The hardback is available for pre-order now (£85) however all chapters will be available for free PDF download in January, thanks to an EU publication subsidy:
Justyna Olko & Julia Sallabank (eds.) 2021. Revitalizing Endangered Languages: A Practical Guide. Cambridge: Cambridge University Press.
According to the publisher’s blurb:
This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies. The chapter authors have hands-on experience of language revitalization in many countries around the world, and each chapter includes a wealth of examples, such as case studies from specific languages and language areas. Clearly and accessibly written, it is suitable for non-specialists as well as academic researchers and students interested in language revitalization. This book is also available as Open Access on Cambridge Core.
The table of contents lists the following chapters:
Contents
| Welcome! | Justyna Olko and Julia Sallabank |
| Part One: Planning to revitalize | |
| 1. Why revitalize? | Lenore Grenoble |
| 1.1. Endangered languages and wellbeing | Patrick Heinrich |
| 1.2 Benefits for Communities: The case of the Black Tai community in Thailand | Sumittra Suraratdecha |
| 1.3 Language revitalization benefits in Wilamowice | Justyna Majerska-Sznajder |
| 1.4. Reading ancestral texts in the heritage language | Justyna Olko |
| 2. What do you revitalize? | Julia Sallabank and Jeanette King |
| 2.1. Wymysiöeryś | Tymoteusz Król |
| 2.2. Language purism in Nahua communities | Justyna Olko |
| 3. Ethical aspects and cultural sensitivity in language revitalization | Joanna Maryniak, Justyna Majerska-Sznajder, Tymoteusz Król |
| 3.1 Being a helper – a few ethical considerations for conducting research with Indigenous communities | Aleksandra Bergier |
| 4. Planning a Language Revitalization Project | Susan Penfield |
| 4.1. Doing things with little money | Werner Hernández González |
| 5. Getting funding and support | Nicholas Q. Emlen |
| 5.1 Attitudes of NGOs in Guatemala towards the inclusion of Indigenous languages in the workplace | Ebany Dohle |
| Part Two: Practical issues | |
| 6. Types of communities and speakers | José Antonio Flores Farfán & Justyna Olko |
| 6.1. The community of Wymysoü | Tymoteusz Król |
| 6.2. What is community? Perspectives from the Mixtec diaspora in California | Griselda Reyes Basurto, Carmen Hernández Martínez & Eric Campbell |
| 6.3. An introspective analysis of one year of revitalization activities. The Greko community of practice | Maria Olimpia Squillaci |
| 7. Relation of language attitudes and language ideologies to potential language revitalization | Nicole Dolowy-Rybińska & Michael Hornsby |
| 7.1. Language ideologies in an endangered language context: A case study from Zadar Arbanasi in Croatia | Klara Bilic Mestric & Lucija Simicic |
| 7.2. Attitudes towards Guernesiais | Julia Sallabank |
| 7.3. What’s the point of Manx? | Adrian Cain |
| 7.4 Emotions and relationships in language revitalisation and maintenance | Soung-U Kim |
| 7.5 Nahuatl language ideologies and attitudes | Justyna Olko |
| 8. Some considerations about empowerment and attitudes in linguistic revitalization | Werner Hernández González |
| 8.1. Empowerment, and motivation in the revitalization of Wymysiöeryś | Tymoteusz Król |
| 8.2. Language activism | Nicole Dolowy-Rybińska |
| 8.3. “I’m revitalising myself!” | Jeannette King |
| 8.4. “It’s good for your heart”. Three motivational steps for revitalization | Maria Olimpia Squillaci |
| 8.5 Monolingual space | John Sullivan |
| 9. Economic benefits: marketing and commercializing language revitalization | Justyna Olko |
| 10. Local power relationships, community dynamics, and stakeholders | Wesley Leonard |
| 10.1 Power relationships and stakeholders: how to orient yourself in complex situation | Gregory Haimovich |
| 11. Dealing with institutions and policy-makers | Tomasz Wicherkiewicz |
| 11.1 MILPA (Mexican Indigenous Language Promotion and Advocacy): A community-centered linguistic collaboration supporting Indigenous Mexican languages in California | Carmen Hernández Martínez, Eric W. Campbell & Griselda Reyes Basurto |
| 12. Making links: Learning from the experience of others in language revitalisation | Beñat Garaio Mendizabal & Robbie Felix Penman |
| 12.1. Networking and collaboration between speakers: IDIEZ | John Sullivan |
| 12.2 Engaged humanities experience | Justyna Olko |
| Part Three: Tools and Materials | |
| 13. Documentation for revitalization | Peter K. Austin |
| 13.1 Technical questions in language documentation | Joanna Maryniak |
| 13.2. Language revitalization and academic institutions: refocusing linguistic field methods courses | Eric W. Campbell, Griselda Reyes Basurto & Carmen Hernández Martínez |
| 13.3. Developing innovative models for fieldwork and linguistic documentation: experience in Hałcnów, Poland | Bartłomiej Chromik |
| 14. We write our language | Sheena Shah & Matthias Brenzinger |
| 14.1 Orthographies and ideologies | Tomasz Wicherkiewicz |
| 14.2 Writing your language – the case of Wymysiöeryś | Tymoteusz Król |
| 14.3 Indigenous research, methodology and writing | John Sullivan |
| 15. Language Revitalization and Maintenance Teaching Strategies | Janne Underriner, Lindsay Marean, Zalmai Zahir, Pyuwa Bommelyn, Ruby Tuttle & Pigga Keskitalo |
| 15.1 Ka Hoʻōla ʻŌlelo Hawaiʻi I O Nā Kula. Hawaiian Language Revitalization Through Schooling | Larry Kimura |
| 15.2. Kristang language revitalization in Singapore under the Kodrah Kristang initiative, 2016- present | Kevin Wong |
| 15.3. Teaching and learning of Wymysiöeryś | Tymoteusz Król |
| 15.4. Immersive Lemko ethnophilology | Ołena Duć-Fajfer |
| 15.5. Culture place-based language basketry curriculum at the Confederated Tribes of the Grand Ronde Community | Janne Underriner |
| 15.6 Sámi School education and cultural environmentally based curriculum | Pigga Keskitalo |
| 15.7 “Use it, don’t lose it” | Micah Swimmer |
| 15.8 We stand strong in our knowledge – learning Anishinaabemowin one word bundle at a time | Aleksandra Bergier, Kim Anderson & Rene Meshake |
| 16. Art, music and cultural activities | Genner Llanes Ortiz |
| 16.1. Art, music and cultural activities in the revitalization of Wymysiöeryś | Justyna Majerska-Sznajder |
| 16.2. Fest-noz and revitalisation of the Breton language | Nicole Dołowy-Rybińska |
| 16.3. Modern music genres for language revitalisation | Josep Cru, Newcastle University |
| 16.4. The Jersey Song Project | Kit Ashton |
| 16.5. One Song, Many Voices: Revitalising Ainu through Music | Georgette Nummelin |
| 16.6 The Linguistic Revitalization, Maintenance and Development Project | José Antonio Flores Farfán |
| 17. Technology in Language Revitalization | Robert Elliot |
| 17.1. How About Just Shifting Back? How one Passamaquoddy Speaker Led Her Community to Language Documentation and Revitalization | Ben Levine |
| 17.2. Online language learning materials development | Jennifer Needs |
| 17.3. Rising Voices | Eddie Avila |
| 18. Afterword | Julia Sallabank & Justyna Olko |