Includes bibliographical references and index.

Introduction

Overview of the Study -- A Context of Dramatic Change -- Placing the Piniq Study in Time and Place -- Bringing Youth and Bilingualism into the Picture -- Language Ideologies -- Language Socialization Trajectories -- Linguistic Survivance -- Organization of the Book

CHAPTER 1: Researching Indigenous Youth Language -- Getting to Know the 'Real Speakers' -- The Uneven Puzzle of Early Language Shift -- Identifying Cornerstone Peer Groups -- Building the Comparative Study -- Getting to Know the 'Get By' Group -- Documenting Family Language Socialization Trajectories -- Linguistic Survivance and 'Getting By' -- Studying Indigenous Youth and Communities -- Language Use in the Study of Language Shift -- Vetting the Work Locally and Regionally -- Notes on Presentation of Data

CHAPTER 2: Elders and Qanruyutait in Village Life -- Local Language Ideology -- Elders as Socializing Agents -- Language Brokering, Linguistic Survivance and Institutional Power -- Traditional Council -- Tribal Court -- Church -- Linguistic Survivance and Humorous Commentary -- Exceptions to Language Allegiance: Literacy and Subtractive Bilingualism -- Youth Commentary on Elders' Strong Talk, Subsistence and Local Stability -- Relationships, Responsibilities, Subsistence and Having a Piniq Life -- Summary

CHAPTER 3: Educators, Schooling and Language Shift -- Early School Orientations toward Yup'ik Language Instruction -- The Boarding School Era -- The Negotiated Promise of Bilingual Education -- The New Local High Schools -- Persistent Questions about Bilingual Education, Yup'ik Literacy and Linguistic Transfer -- The Decision to Scale Back Bilingual Programming -- Setting the Course for School Programming -- Language Shift Begins -- "It's Not Yup'ik and It's Not Enough" -- Working with Children's Eroding Language Competencies -- Yup'ik in the Broader Sociopolitical Context of Schooling -- Educational Leaders and Everyday Language Policymaking -- Experimenting with Programming and Wrestling with Theories -- Contrasting Policies and Testing Regimes -- School-Community Talk about Language and Achievement -- Framing and Facilitating Community Language Program Choices -- Summary

CHAPTER 4: The "Last Real Yup'ik Speakers" -- "Everybody Spoke Yup'ik" -- "Every Day a Different Story" -- "And I Still Don't Know How to Write It" -- Learning from Unusual Trajectories -- Migration, Mobility and Linguistic Survivance in a Regional Linguistic Ecology -- Older Youth Migration and Linguistic Negotiation in Local Peer Culture -- Yup'ik as an In-Group Code Away from Home -- Yup'ik in the Local Contact Zone of School -- The Young Nukalpiat -- Moving Beyond "Two Worlds" Views of Yup'ik Youth -- Media Consumption and Local Alignment -- English Styleshifting and Schooling -- Creating Spaces for Bilingualism and Biliteracy with the Real Speakers: The Elders Project -- Making Sense of Language Endangerment -- The RS Group's Post-Secondary Trajectories -- Gender and Work after School -- Subsistence after School -- Maintaining and Activating Yup'ik Use in Local Life -- Linguistic Survivance and Local Work -- Ideological Crosscurrents and Linguistic 'Resistance' after High School -- Summary

CHAPTER 5: Family Language Socialization in a Shifting Context

Section 1: Diminishing Resources, Emerging Contingencies and Ongoing Choices -- Strong Yup'ik-speaking families: Sibling and peer language socialization as an 'acid test' for heritage language maintenance -- Transitional RS and GB families -- Sibling and peer language socialization within nuclear and extended families -- Increasing migration -- Considering unusual language socialization trajectories in light of multiple contingencies

Section 2: A Closer Look into Family Language Socialization -- Family 1 -- Family 2 -- Summary

CHAPTER 6: The "Get By Group"

Section 1: 'Kassauguci-quaa?' ('Are You Guys Whites?') -- Making sense of language loss and endangerment -- 'Getting by' and linguistic survivance in the community -- 'Getting by' with adults in school -- Yup'ik literacy and linguistic insecurity -- Yup'ik literacy and contradictory expressions

Section 2: Negotiating a Bilingual Peer Culture -- The seniors: Trajectories of Yup'ik language learning and use -- The seventh grade: Negotiating divergent language shift -- Local style and bilingual resources -- Connecting with one another through global media -- Connecting to the world wide web -- The 'when' and 'how' of Yup'ik language allegiance -- Summary

CHAPTER 7: Subsistence, Gender and Storytelling in a Changing Linguistic Ecology

Section 1: Gender Roles and Local Responsibilities in Piniq Learning subsistence -- Gender and going out on the land

Section 2: Learning Place, Language and Gender in Everyday Subsistence Stories -- Girls and storytelling about gathering -- Boys learning to seal hunt -- Bird-hunting and land-related adventure stories -- Enforcing gender roles through teasing -- Gender and local knowledge in collaborative storytelling -- 'Getting by' in hunting stories -- Learning through risk -- Subsistence regulation and local alignment -- Negotiating in- and out-of-school learning trajectories -- Discourses of survivance and visions of the local future -- Summary

Conclusion -- Indigenous Youth Practice and Linguistic Survivance -- Placing Schools in Linguistic Ecologies -- Learning from Youth Survivance and Looking toward the Future

Epilogue: Educational Policies and Yup'ik Linguistic Ecologies a Decade Later

"Detailing a decade of life and language use in a remote Alaskan Yup'ik community, Youth Culture, Language Endangerment and Linguistic Survivance provides rare insight into young people's language brokering and Indigenous people's contemporary linguistic ecologies. This book examines how two consecutive groups of youth in a Yup'ik village negotiated eroding heritage language learning resources, changing language ideologies, and gendered subsistence practices while transforming community language use over time. Wyman shows how villagers used specific Yup'ik forms, genres, and discourse practices to foster learning in and out of school, underscoring the stakes of language endangerment. At the same time, by demonstrating how the youth and adults in the study used multiple languages, literacies and translanguaging to sustain a unique subarctic way of life, Wyman illuminates Indigenous peoples' wide-ranging forms of linguistic survivance in an interconnected world." (Book Cover)