Vol. 90 in the Bilingual Education and Bilingualism series.

Includes a statement by the Miami Tribe of Oklahoma Chief Thomas Gamble, a foreword by Richard E. Littlebear, appendices, bibliographical references, and indexes.

1. Contextualizing Native American LPP: Legal-Political, Demographic, and Sociolinguistic Foundations [1.1] First Peoples, First Principles: Tribal Sovereignty [1.2] Peoples, Populations and Lands [1.3] Native American Languages [1.4] Assessing Language Vitality and Endangerment [1.5] Contemporary Native American Language Use in Public and Communal Spaces

2. Conceptualizing Native American LPP: Critical Sociocultural Foundations [2.1] LPP Goals and Approaches [2.2] A Critical Sociocultural Perspective on Language Planning and Policy [2.3] Safety Zone Theory

3. Native American Languages In and Out of the Safety Zone, 1492-2012 [3.1] Print Literacy as a Colonizing Tool [3.2] Colonial Schooling: The 'Slow Match' of Forced Cultural Transformation [3.3] Subverting the Safety Zone [3.3] Policy Turnabout: 'To Preserve, Protect, and Promote Native American Languages' [3.4] Repatriating the Spoken Word

4.Indigenous Literacies, Bilingual Education, and Community Empowerment: The Case of Navajo [4.1] Situating Navajo LPP [4.2] Indigenous Community-controlled Schooling: Possibilities and Constraints [4.3] Navajo Language 'at a Crossroads'

5. Language Regenesis in Practice neetawaapantamaanki iilinwiaanki meehkamaanki niiyoonaani: Searching for Our Talk and Finding Ourselves / Written with Daryl Baldwin, George M. Ironstrack and Julie Olds [5.1] 'Language Can Come Home Again': Wôpanâak Language Reclamation [5.2] 'We Wanted Language Learning to be Family Based': The California Master-Apprentice Language Learning Program [5.3] 'We Decided to Raise Mohawk Children': Kanienkeha Regenesis [5.4] 'The Hawaiian Language Shall Take Its Rightful Place among the Languages of the World': Hawaiian-medium Education [5.5] 'Harmonizing without Homogenizing': Navajo Immersion and Academic Success [5.6] Reimagining Possibilities for Indigenous Mother Tongues

6. Language in the Lives of Indigenous Youth [6.1] Research on Native American Youth Language Practices [6.2] Youth Language Practices, Ideologies, and Desires [6.3] Toward Linguistic and Cultural Continuance

7. Planning Language for the Seventh Generation [7.1] From Ideologies of Contempt to Ideologies of Valor: The Victories of Native American LPP [7.2] Standardization and Language Restrictionism [7.3] Domesticating Dangerous Diversity [7.4] Counter-Possibilities for Native Languages and Cultures in School [7.5] Completing the Circle - Native American Linguistic and Educational Sovereignty

Appendix 1: Native American Languages Act of 1990-1992 -- Appendix 2: Esther Martinez Native American Languages Preservation Act of 2006 -- Appendix 3: 2 December 2011 Executive Order on American Indian/Alaska Native Education

"Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on long-term collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language policies against the fluorescence of contemporary community-driven efforts to revitalize threatened mother tongues. Here, readers will meet those who are on the frontlines of Native American language revitalization every day. As their efforts show, even languages whose last native speaker is gone can be reclaimed through family-, community-, and school-based language planning. Offering a critical-theory view of language policy, and emphasizing Indigenous sovereignties and the perspectives of revitalizers themselves, the book shows how language regenesis is undertaken in social practice, the role of youth in language reclamation, the challenges posed by dominant language policies, and the prospects for Indigenous language and culture continuance current revitalization efforts hold." (Book Cover)