The Native American language family called Athabaskan has received increasing attention from linguists and educators. The linguistic chapters in this volume focus on syntax and semantics, but also involve morphology, phonology, and historical linguistics. Included is a discussion of whether religion and secular issues can be separated in Navajo classrooms.

For many communities around the world, the revitalization or at least the preservation of an indigenous language is a pressing concern. Understanding the issue involves far more than compiling simple usage statistics or documenting the grammar of a tongue—it requires examining the social practices and philosophies that affect indigenous language survival. In presenting the case of Kaska, an endangered language in an Athabascan community in the Yukon, Barbra A. Meek asserts that language revitalization requires more than just linguistic rehabilitation; it demands a social transformation. The process must mend rips and tears in the social fabric of the language community that result from an enduring colonial history focused on termination. These “disjunctures” include government policies conflicting with community goals, widely varying teaching methods and generational viewpoints, and even clashing ideologies within the language community. This book provides a detailed investigation of language revitalization based on more than two years of active participation in local language renewal efforts. Each chapter focuses on a different dimension, such as spelling and expertise, conversation and social status, family practices, and bureaucratic involvement in local language choices. Each situation illustrates the balance between the desire for linguistic continuity and the reality of disruption. We Are Our Language reveals the subtle ways in which different conceptions and practices—historical, material, and interactional—can variably affect the state of an indigenous language, and it offers a critical step toward redefining success and achieving revitalization.

Handbook designed to assist school districts in providing effective educational services to students from the group of Athabaskan languages. Includes an overview of Athabaskan languages, linguistic characteristics of Athabaskan and English, recommended instructional strategies for language in the classroom, and Athabaskan sound systems.

Linguistic typology identifies both how languages vary and what they all have in common. This Handbook provides a state-of-the art survey of the aims and methods of linguistic typology, and the conclusions we can draw from them. Part I covers phonological typology, morphological typology, sociolinguistic typology and the relationships between typology, historical linguistics and grammaticalization. It also addresses typological features of mixed languages, creole languages, sign languages and secret languages. Part II features contributions on the typology of morphological processes, noun categorization devices, negation, frustrative modality, logophoricity, switch reference and motion events. Finally, Part III focuses on typological profiles of the mainland South Asia area, Australia, Quechuan and Aymaran, Eskimo-Aleut, Iroquoian, the Kampa subgroup of Arawak, Omotic, Semitic, Dravidian, the Oceanic subgroup of Austronesian and the Awuyu-Ndumut family (in West Papua). Uniting the expertise of a stellar selection of scholars, this Handbook highlights linguistic typology as a major discipline within the field of linguistics.

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The Native American language family called Athabaskan has received increasing attention from linguists and educators. The linguistic chapters in this volume focus on syntax and semantics, but also involve morphology, phonology, and historical linguistics. Included is a discussion of whether religion and secular issues can be separated in Navajo classrooms.