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| Preface | |
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| Language revitalization as a global issue | |
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| Introduction | |
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| Assessing language vitality | |
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| Terminology | |
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| Levels of language endangerment and loss | |
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| Why revitalization? | |
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| Issues in language revitalization | |
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| Introduction | |
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| Macro-variables | |
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| The extra-national level | |
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| The national level | |
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| Language policy | |
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| Language attitudes | |
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| Education policies | |
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| Regional autonomy | |
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| Federal support | |
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| Regional variables | |
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| Regional languages | |
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| Language density | |
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| Micro-variables: the local level | |
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| Language attitudes | |
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| Human resources | |
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| Religion | |
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| Literacy | |
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| Financial resources | |
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| Case study: Cornish | |
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| Establishing appropriate goals | |
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| Models for revitalization | |
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| Introduction | |
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| Total-immersion programs | |
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| Te Kohanga Reo, the language nest | |
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| Partial-immersion or bilingual programs | |
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| The local language as a second, "foreign" language | |
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| Community-based programs | |
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| Master-apprentice program | |
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| Language reclamation models | |
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| Documentation as revitalization? | |
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| Case studies | |
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| Languages of the North: Siberian native languages and Soviet policy | |
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| Shuar (South America) | |
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| The Mohawk Immersion Program in Kahnawa:ke (Canada) | |
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| Hawaiian | |
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| Literacy | |
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| Introduction | |
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| Models of literacy | |
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| Autonomous literacy | |
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| Vai literacy as a counterexample to autonomous literacy | |
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| New Literacy Studies | |
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| Local and social literacies | |
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| Functional literacy | |
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| Literacy in language revitalization | |
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| Why literacy? | |
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| Prestige | |
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| Empowerment | |
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| Literacy as a basic human right | |
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| Arguments against literacy | |
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| Shifting from an oral to a written culture | |
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| The lack of a written tradition | |
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| Transitional literacy | |
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| Instituting local literacy | |
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| Attitudes | |
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| Assessing the prospects for successful local literacy | |
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| Creating a context | |
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| Standardization | |
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| Literacy teachers | |
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| Conclusion | |
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| Orthography | |
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| Introduction | |
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| Writing systems | |
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| Linguistic and cognitive considerations | |
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| Social issues | |
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| Underdifferentiation and functional load | |
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| Tone | |
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| Standardization of orthographies | |
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| Motivations for standardization | |
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| Implications of standardization | |
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| Process of standardization | |
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| Recommendations | |
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| Creating a language program | |
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| Preliminaries | |
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| Assessment of resources | |
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| Assessment of language vitality | |
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| Assessment of language variation | |
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| Assessment of needs, goals, and attitudes | |
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| Assessing attitudes | |
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| A reality check on surveys | |
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| Goals and needs | |
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| Potential problems and how to avoid them | |
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| Problems that occur internal to the community | |
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| External barriers | |
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| Updating the lexicon | |
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| Creating a literacy program | |
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| Literacy assessment | |
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| Creating a written language | |
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| Creating materials | |
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| Teacher training | |
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| The role of technology | |
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| The role of the outsider | |
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| The academic | |
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| The missionary-linguist | |
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| Evaluation and long-term prognosis | |
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| Sample survey questions | |
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| Language vitality | |
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| Variation | |
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| Attitudes | |
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| Basic literacy survey | |
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| Program evaluation | |
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| Checklist of procedures | |
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| Online resources | |
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| References | |
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| Index of languages | |
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| General index | |