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class="vector-toc-link" href="#UNESCO's_Language_Vitality_and_Endangerment_Framework"> <div class="vector-toc-text"> 1.1 UNESCO's Language Vitality and Endangerment Framework </div> </a> <ul id="toc-UNESCO's_Language_Vitality_and_Endangerment_Framework-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Another_scale" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Another_scale"> <div class="vector-toc-text"> 1.2 Another scale </div> </a> <ul id="toc-Another_scale-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Theory" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Theory"> <div class="vector-toc-text"> 2 Theory </div> </a> <button aria-controls="toc-Theory-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Theory subsection </button> <ul id="toc-Theory-sublist" class="vector-toc-list"> <li id="toc-Steps_in_reversing_language_shift" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Steps_in_reversing_language_shift"> <div class="vector-toc-text"> 2.1 Steps in reversing language shift </div> </a> <ul id="toc-Steps_in_reversing_language_shift-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Factors_in_successful_language_revitalization" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Factors_in_successful_language_revitalization"> <div class="vector-toc-text"> 2.2 Factors in successful language revitalization </div> </a> <ul id="toc-Factors_in_successful_language_revitalization-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Revival_linguistics" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Revival_linguistics"> <div class="vector-toc-text"> 2.3 Revival linguistics </div> </a> <ul id="toc-Revival_linguistics-sublist" class="vector-toc-list"> <li id="toc-Compromise" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Compromise"> <div class="vector-toc-text"> 2.3.1 Compromise </div> </a> <ul id="toc-Compromise-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Traditionalist" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Traditionalist"> <div class="vector-toc-text"> 2.3.2 Traditionalist </div> </a> <ul id="toc-Traditionalist-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> </ul> </li> <li id="toc-Specific_examples" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Specific_examples"> <div class="vector-toc-text"> 3 Specific examples </div> </a> <button aria-controls="toc-Specific_examples-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Specific examples subsection </button> <ul id="toc-Specific_examples-sublist" class="vector-toc-list"> <li id="toc-Africa" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Africa"> <div class="vector-toc-text"> 3.1 Africa </div> </a> <ul id="toc-Africa-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Americas" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Americas"> <div class="vector-toc-text"> 3.2 Americas </div> </a> <ul id="toc-Americas-sublist" class="vector-toc-list"> <li id="toc-North_America" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#North_America"> <div class="vector-toc-text"> 3.2.1 North America </div> </a> <ul id="toc-North_America-sublist" class="vector-toc-list"> <li id="toc-Tlingit" class="vector-toc-list-item vector-toc-level-4"> <a class="vector-toc-link" href="#Tlingit"> <div class="vector-toc-text"> 3.2.1.1 Tlingit </div> </a> <ul id="toc-Tlingit-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-South_America" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#South_America"> <div class="vector-toc-text"> 3.2.2 South America </div> </a> <ul id="toc-South_America-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Asia" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Asia"> <div class="vector-toc-text"> 3.3 Asia </div> </a> <ul id="toc-Asia-sublist" class="vector-toc-list"> <li id="toc-Hebrew" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Hebrew"> <div class="vector-toc-text"> 3.3.1 Hebrew </div> </a> <ul id="toc-Hebrew-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Sanskrit" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Sanskrit"> <div class="vector-toc-text"> 3.3.2 Sanskrit </div> </a> <ul id="toc-Sanskrit-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Soyot" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Soyot"> <div class="vector-toc-text"> 3.3.3 Soyot </div> </a> <ul id="toc-Soyot-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Ainu" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Ainu"> <div class="vector-toc-text"> 3.3.4 Ainu </div> </a> <ul id="toc-Ainu-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Manchu" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Manchu"> <div class="vector-toc-text"> 3.3.5 Manchu </div> </a> <ul id="toc-Manchu-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Spanish" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Spanish"> <div class="vector-toc-text"> 3.3.6 Spanish </div> </a> <ul id="toc-Spanish-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Western_Armenian" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Western_Armenian"> <div class="vector-toc-text"> 3.3.7 Western Armenian </div> </a> <ul id="toc-Western_Armenian-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Other_Asian" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Other_Asian"> <div class="vector-toc-text"> 3.3.8 Other Asian </div> </a> <ul id="toc-Other_Asian-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Europe" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Europe"> <div class="vector-toc-text"> 3.4 Europe </div> </a> <ul id="toc-Europe-sublist" class="vector-toc-list"> <li id="toc-Basque" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Basque"> <div class="vector-toc-text"> 3.4.1 Basque </div> </a> <ul id="toc-Basque-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Irish" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Irish"> <div class="vector-toc-text"> 3.4.2 Irish </div> </a> <ul id="toc-Irish-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Scottish_Gaelic" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Scottish_Gaelic"> <div class="vector-toc-text"> 3.4.3 Scottish Gaelic </div> </a> <ul id="toc-Scottish_Gaelic-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Manx" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Manx"> <div class="vector-toc-text"> 3.4.4 Manx </div> </a> <ul id="toc-Manx-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Cornish" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Cornish"> <div class="vector-toc-text"> 3.4.5 Cornish </div> </a> <ul id="toc-Cornish-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Breton" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Breton"> <div class="vector-toc-text"> 3.4.6 Breton </div> </a> <ul id="toc-Breton-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Caló" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Caló"> <div class="vector-toc-text"> 3.4.7 Caló </div> </a> <ul id="toc-Caló-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Livonian" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Livonian"> <div class="vector-toc-text"> 3.4.8 Livonian </div> </a> <ul id="toc-Livonian-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Old_Prussian" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Old_Prussian"> <div class="vector-toc-text"> 3.4.9 Old Prussian </div> </a> <ul id="toc-Old_Prussian-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Yola" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Yola"> <div class="vector-toc-text"> 3.4.10 Yola </div> </a> <ul id="toc-Yola-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Oceania" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Oceania"> <div class="vector-toc-text"> 3.5 Oceania </div> </a> <ul id="toc-Oceania-sublist" class="vector-toc-list"> <li id="toc-Australia" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Australia"> <div class="vector-toc-text"> 3.5.1 Australia </div> </a> <ul id="toc-Australia-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-New_Zealand" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#New_Zealand"> <div class="vector-toc-text"> 3.5.2 New Zealand </div> </a> <ul id="toc-New_Zealand-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Hawaiian" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Hawaiian"> <div class="vector-toc-text"> 3.5.3 Hawaiian </div> </a> <ul id="toc-Hawaiian-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> </ul> </li> <li id="toc-Current_revitalization_efforts" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Current_revitalization_efforts"> <div class="vector-toc-text"> 4 Current revitalization efforts </div> </a> <button aria-controls="toc-Current_revitalization_efforts-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Current revitalization efforts subsection </button> <ul id="toc-Current_revitalization_efforts-sublist" class="vector-toc-list"> <li id="toc-Mexico" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Mexico"> <div class="vector-toc-text"> 4.1 Mexico </div> </a> <ul id="toc-Mexico-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Canada" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Canada"> <div class="vector-toc-text"> 4.2 Canada </div> </a> <ul id="toc-Canada-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Chile" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Chile"> <div class="vector-toc-text"> 4.3 Chile </div> </a> <ul id="toc-Chile-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Singapore" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Singapore"> <div class="vector-toc-text"> 4.4 Singapore </div> </a> <ul id="toc-Singapore-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Health_benefits_of_language_revitalization" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Health_benefits_of_language_revitalization"> <div class="vector-toc-text"> 5 Health benefits of language revitalization </div> </a> <ul id="toc-Health_benefits_of_language_revitalization-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Criticism" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Criticism"> <div class="vector-toc-text"> 6 Criticism </div> </a> <ul id="toc-Criticism-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> 7 See also </div> </a> <button aria-controls="toc-See_also-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle See also subsection </button> <ul id="toc-See_also-sublist" class="vector-toc-list"> <li id="toc-Digital_projects_and_repositories" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Digital_projects_and_repositories"> <div class="vector-toc-text"> 7.1 Digital projects and repositories </div> </a> <ul id="toc-Digital_projects_and_repositories-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Organizations" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Organizations"> <div class="vector-toc-text"> 7.2 Organizations </div> </a> <ul id="toc-Organizations-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Lists" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Lists"> <div class="vector-toc-text"> 7.3 Lists </div> </a> <ul id="toc-Lists-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Notes" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Notes"> <div class="vector-toc-text"> 8 Notes </div> </a> <ul id="toc-Notes-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> 9 References </div> </a> <ul id="toc-References-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> 10 Further reading </div> </a> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-External_links" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#External_links"> <div class="vector-toc-text"> 11 External links </div> </a> <button aria-controls="toc-External_links-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle External links subsection </button> <ul id="toc-External_links-sublist" class="vector-toc-list"> <li id="toc-Organizations_2" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Organizations_2"> <div class="vector-toc-text"> 11.1 Organizations </div> </a> <ul id="toc-Organizations_2-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Canada_2" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Canada_2"> <div class="vector-toc-text"> 11.2 Canada </div> </a> <ul id="toc-Canada_2-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-United_States" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#United_States"> <div class="vector-toc-text"> 11.3 United States </div> </a> <ul id="toc-United_States-sublist" class="vector-toc-list"> <li id="toc-California" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#California"> <div class="vector-toc-text"> 11.3.1 California </div> </a> <ul id="toc-California-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Technologies" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Technologies"> <div class="vector-toc-text"> 11.4 Technologies </div> </a> <ul id="toc-Technologies-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Techniques" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Techniques"> <div class="vector-toc-text"> 11.5 Techniques </div> </a> <ul id="toc-Techniques-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" class="vector-dropdown-checkbox " aria-label="Toggle the table of contents" > <label id="vector-page-titlebar-toc-label" for="vector-page-titlebar-toc-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--icon-only " aria-hidden="true" > Toggle the table of contents </label> <div class="vector-dropdown-content"> <div id="vector-page-titlebar-toc-unpinned-container" class="vector-unpinned-container"> </div> </div> </div> </nav> <h1 id="firstHeading" class="firstHeading mw-first-heading">Language revitalization</h1> <div id="p-lang-btn" class="vector-dropdown mw-portlet mw-portlet-lang" > <input type="checkbox" id="p-lang-btn-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-p-lang-btn" class="vector-dropdown-checkbox mw-interlanguage-selector" aria-label="Go to an article in another language. Available in 40 languages" > <label id="p-lang-btn-label" for="p-lang-btn-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--action-progressive mw-portlet-lang-heading-40" aria-hidden="true" > 40 languages </label> <div class="vector-dropdown-content"> <div class="vector-menu-content"> <ul class="vector-menu-content-list"> <li class="interlanguage-link interwiki-af mw-list-item"><a href="https://af.wikipedia.org/wiki/Taalherlewing" title="Taalherlewing – Afrikaans" lang="af" hreflang="af" data-title="Taalherlewing" data-language-autonym="Afrikaans" data-language-local-name="Afrikaans" class="interlanguage-link-target">Afrikaans</a></li><li class="interlanguage-link interwiki-smn mw-list-item"><a href="https://smn.wikipedia.org/wiki/Kiel%C3%A2i%C3%A4l%C3%A1skittem" title="Kielâiäláskittem – Inari Sami" lang="smn" hreflang="smn" data-title="Kielâiäláskittem" data-language-autonym="Anarâškielâ" data-language-local-name="Inari Sami" class="interlanguage-link-target">Anarâškielâ</a></li><li class="interlanguage-link interwiki-ar mw-list-item"><a href="https://ar.wikipedia.org/wiki/%D8%A5%D8%AD%D9%8A%D8%A7%D8%A1_%D8%A7%D9%84%D9%84%D8%BA%D8%A9" title="إحياء اللغة – Arabic" lang="ar" hreflang="ar" data-title="إحياء اللغة" data-language-autonym="العربية" data-language-local-name="Arabic" class="interlanguage-link-target">العربية</a></li><li class="interlanguage-link interwiki-hyw mw-list-item"><a href="https://hyw.wikipedia.org/wiki/%D4%BC%D5%A5%D5%A6%D5%B8%D6%82%D5%AB_%D5%BE%D5%A5%D6%80%D5%A1%D5%AF%D5%A5%D5%B6%D5%A4%D5%A1%D5%B6%D5%A1%D6%81%D5%B8%D6%82%D5%B4" title="Լեզուի վերակենդանացում – Western Armenian" lang="hyw" hreflang="hyw" data-title="Լեզուի վերակենդանացում" data-language-autonym="Արեւմտահայերէն" data-language-local-name="Western Armenian" class="interlanguage-link-target">Արեւմտահայերէն</a></li><li class="interlanguage-link interwiki-ast mw-list-item"><a href="https://ast.wikipedia.org/wiki/Revitalizaci%C3%B3n_lling%C3%BC%C3%ADstica" title="Revitalización llingüística – Asturian" lang="ast" hreflang="ast" data-title="Revitalización llingüística" data-language-autonym="Asturianu" data-language-local-name="Asturian" class="interlanguage-link-target">Asturianu</a></li><li class="interlanguage-link interwiki-be mw-list-item"><a href="https://be.wikipedia.org/wiki/%D0%90%D0%B4%D1%80%D0%B0%D0%B4%D0%B6%D1%8D%D0%BD%D0%BD%D0%B5_%D0%BC%D0%BE%D1%9E" title="Адраджэнне моў – Belarusian" lang="be" hreflang="be" data-title="Адраджэнне моў" data-language-autonym="Беларуская" data-language-local-name="Belarusian" class="interlanguage-link-target">Беларуская</a></li><li class="interlanguage-link interwiki-be-x-old mw-list-item"><a href="https://be-tarask.wikipedia.org/wiki/%D0%90%D0%B4%D1%80%D0%B0%D0%B4%D0%B6%D1%8D%D0%BD%D1%8C%D0%BD%D0%B5_%D0%BC%D0%BE%D0%B2%D1%8B" title="Адраджэньне мовы – Belarusian (Taraškievica orthography)" lang="be-tarask" hreflang="be-tarask" data-title="Адраджэньне мовы" data-language-autonym="Беларуская (тарашкевіца)" data-language-local-name="Belarusian (Taraškievica orthography)" class="interlanguage-link-target">Беларуская (тарашкевіца)</a></li><li class="interlanguage-link interwiki-bg mw-list-item"><a href="https://bg.wikipedia.org/wiki/%D0%A1%D1%8A%D0%B6%D0%B8%D0%B2%D1%8F%D0%B2%D0%B0%D0%BD%D0%B5_%D0%BD%D0%B0_%D0%B5%D0%B7%D0%B8%D0%BA" title="Съживяване на език – Bulgarian" lang="bg" hreflang="bg" data-title="Съживяване на език" data-language-autonym="Български" data-language-local-name="Bulgarian" class="interlanguage-link-target">Български</a></li><li class="interlanguage-link interwiki-ca mw-list-item"><a href="https://ca.wikipedia.org/wiki/Revitalitzaci%C3%B3_ling%C3%BC%C3%ADstica" title="Revitalització lingüística – Catalan" lang="ca" hreflang="ca" data-title="Revitalització lingüística" data-language-autonym="Català" data-language-local-name="Catalan" class="interlanguage-link-target">Català</a></li><li class="interlanguage-link interwiki-cv mw-list-item"><a href="https://cv.wikipedia.org/wiki/%D0%A7%C4%95%D0%BB%D1%85%D0%B5%D1%81%D0%B5%D0%BD%D0%B5_%D1%87%C4%95%D1%80%C4%95%D0%BB%D1%82%D0%B5%D1%80%D0%BD%D0%B8" title="Чĕлхесене чĕрĕлтерни – Chuvash" lang="cv" hreflang="cv" data-title="Чĕлхесене чĕрĕлтерни" data-language-autonym="Чӑвашла" data-language-local-name="Chuvash" class="interlanguage-link-target">Чӑвашла</a></li><li class="interlanguage-link interwiki-se mw-list-item"><a href="https://se.wikipedia.org/wiki/Giellaeal%C3%A1skahttin" title="Giellaealáskahttin – Northern Sami" lang="se" hreflang="se" data-title="Giellaealáskahttin" data-language-autonym="Davvisámegiella" data-language-local-name="Northern Sami" class="interlanguage-link-target">Davvisámegiella</a></li><li class="interlanguage-link interwiki-el mw-list-item"><a href="https://el.wikipedia.org/wiki/%CE%91%CE%BD%CE%B1%CE%B6%CF%89%CE%BF%CE%B3%CF%8C%CE%BD%CE%B7%CF%83%CE%B7_%CE%B3%CE%BB%CF%8E%CF%83%CF%83%CE%B1%CF%82" title="Αναζωογόνηση γλώσσας – Greek" lang="el" hreflang="el" data-title="Αναζωογόνηση γλώσσας" data-language-autonym="Ελληνικά" data-language-local-name="Greek" class="interlanguage-link-target">Ελληνικά</a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Revitalizaci%C3%B3n_ling%C3%BC%C3%ADstica" title="Revitalización lingüística – Spanish" lang="es" hreflang="es" data-title="Revitalización lingüística" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target">Español</a></li><li class="interlanguage-link interwiki-eo mw-list-item"><a href="https://eo.wikipedia.org/wiki/Lingva_revivigo" title="Lingva revivigo – Esperanto" lang="eo" hreflang="eo" data-title="Lingva revivigo" data-language-autonym="Esperanto" data-language-local-name="Esperanto" class="interlanguage-link-target">Esperanto</a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D8%A7%D8%AD%DB%8C%D8%A7%DB%8C_%D8%B2%D8%A8%D8%A7%D9%86" title="احیای زبان – Persian" lang="fa" hreflang="fa" data-title="احیای زبان" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target">فارسی</a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Revitalisation_linguistique" title="Revitalisation linguistique – French" lang="fr" hreflang="fr" data-title="Revitalisation linguistique" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target">Français</a></li><li class="interlanguage-link interwiki-ga mw-list-item"><a href="https://ga.wikipedia.org/wiki/Athbheochan_teanga" title="Athbheochan teanga – Irish" lang="ga" hreflang="ga" data-title="Athbheochan teanga" data-language-autonym="Gaeilge" data-language-local-name="Irish" class="interlanguage-link-target">Gaeilge</a></li><li class="interlanguage-link interwiki-gv mw-list-item"><a href="https://gv.wikipedia.org/wiki/Aavioghey_%C3%A7hengey" title="Aavioghey çhengey – Manx" lang="gv" hreflang="gv" data-title="Aavioghey çhengey" data-language-autonym="Gaelg" data-language-local-name="Manx" class="interlanguage-link-target">Gaelg</a></li><li class="interlanguage-link interwiki-gd mw-list-item"><a href="https://gd.wikipedia.org/wiki/Ath-bheothachadh_C%C3%A0nain" title="Ath-bheothachadh Cànain – Scottish Gaelic" lang="gd" hreflang="gd" data-title="Ath-bheothachadh Cànain" data-language-autonym="Gàidhlig" data-language-local-name="Scottish Gaelic" class="interlanguage-link-target">Gàidhlig</a></li><li class="interlanguage-link interwiki-gl mw-list-item"><a href="https://gl.wikipedia.org/wiki/Revitalizaci%C3%B3n_ling%C3%BC%C3%ADstica" title="Revitalización lingüística – Galician" lang="gl" hreflang="gl" data-title="Revitalización lingüística" data-language-autonym="Galego" data-language-local-name="Galician" class="interlanguage-link-target">Galego</a></li><li class="interlanguage-link interwiki-ko mw-list-item"><a href="https://ko.wikipedia.org/wiki/%EC%96%B8%EC%96%B4_%EB%90%98%EC%82%B4%EB%A6%AC%EA%B8%B0" title="언어 되살리기 – Korean" lang="ko" hreflang="ko" data-title="언어 되살리기" data-language-autonym="한국어" data-language-local-name="Korean" class="interlanguage-link-target">한국어</a></li><li class="interlanguage-link interwiki-hi mw-list-item"><a href="https://hi.wikipedia.org/wiki/%E0%A4%AD%E0%A4%BE%E0%A4%B7%E0%A4%BE_%E0%A4%AA%E0%A5%81%E0%A4%A8%E0%A4%B0%E0%A5%8D%E0%A4%9C%E0%A5%80%E0%A4%B5%E0%A4%A8" title="भाषा पुनर्जीवन – Hindi" lang="hi" hreflang="hi" data-title="भाषा पुनर्जीवन" data-language-autonym="हिन्दी" data-language-local-name="Hindi" class="interlanguage-link-target">हिन्दी</a></li><li class="interlanguage-link interwiki-it mw-list-item"><a href="https://it.wikipedia.org/wiki/Rivitalizzazione_linguistica" title="Rivitalizzazione linguistica – Italian" lang="it" hreflang="it" data-title="Rivitalizzazione linguistica" data-language-autonym="Italiano" data-language-local-name="Italian" class="interlanguage-link-target">Italiano</a></li><li class="interlanguage-link interwiki-he mw-list-item"><a href="https://he.wikipedia.org/wiki/%D7%94%D7%97%D7%99%D7%99%D7%90%D7%AA_%D7%A9%D7%A4%D7%94" title="החייאת שפה – Hebrew" lang="he" hreflang="he" data-title="החייאת שפה" data-language-autonym="עברית" data-language-local-name="Hebrew" class="interlanguage-link-target">עברית</a></li><li class="interlanguage-link interwiki-hu mw-list-item"><a href="https://hu.wikipedia.org/wiki/Nyelvi_revitaliz%C3%A1ci%C3%B3" title="Nyelvi revitalizáció – Hungarian" lang="hu" hreflang="hu" data-title="Nyelvi revitalizáció" data-language-autonym="Magyar" data-language-local-name="Hungarian" class="interlanguage-link-target">Magyar</a></li><li class="interlanguage-link interwiki-mk mw-list-item"><a href="https://mk.wikipedia.org/wiki/%D0%88%D0%B0%D0%B7%D0%B8%D1%87%D0%BD%D0%BE_%D0%BE%D0%B6%D0%B8%D0%B2%D1%83%D0%B2%D0%B0%D1%9A%D0%B5" title="Јазично оживување – Macedonian" lang="mk" hreflang="mk" data-title="Јазично оживување" data-language-autonym="Македонски" data-language-local-name="Macedonian" class="interlanguage-link-target">Македонски</a></li><li class="interlanguage-link interwiki-nl mw-list-item"><a href="https://nl.wikipedia.org/wiki/Taalrevitalisatie" title="Taalrevitalisatie – Dutch" lang="nl" hreflang="nl" data-title="Taalrevitalisatie" data-language-autonym="Nederlands" data-language-local-name="Dutch" class="interlanguage-link-target">Nederlands</a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/Rewitalizacja_j%C4%99zykowa" title="Rewitalizacja językowa – Polish" lang="pl" hreflang="pl" data-title="Rewitalizacja językowa" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target">Polski</a></li><li class="interlanguage-link interwiki-pt mw-list-item"><a href="https://pt.wikipedia.org/wiki/Revitaliza%C3%A7%C3%A3o_lingu%C3%ADstica" title="Revitalização linguística – Portuguese" lang="pt" hreflang="pt" data-title="Revitalização linguística" data-language-autonym="Português" data-language-local-name="Portuguese" class="interlanguage-link-target">Português</a></li><li class="interlanguage-link interwiki-ru mw-list-item"><a href="https://ru.wikipedia.org/wiki/%D0%92%D0%BE%D0%B7%D1%80%D0%BE%D0%B6%D0%B4%D0%B5%D0%BD%D0%B8%D0%B5_%D1%8F%D0%B7%D1%8B%D0%BA%D0%BE%D0%B2" title="Возрождение языков – Russian" lang="ru" hreflang="ru" data-title="Возрождение языков" data-language-autonym="Русский" data-language-local-name="Russian" class="interlanguage-link-target">Русский</a></li><li class="interlanguage-link interwiki-simple mw-list-item"><a href="https://simple.wikipedia.org/wiki/Language_revival" title="Language revival – Simple English" lang="en-simple" hreflang="en-simple" data-title="Language revival" data-language-autonym="Simple English" data-language-local-name="Simple English" class="interlanguage-link-target">Simple English</a></li><li class="interlanguage-link interwiki-sr mw-list-item"><a href="https://sr.wikipedia.org/wiki/%D0%A0%D0%B5%D0%B2%D0%B8%D1%82%D0%B0%D0%BB%D0%B8%D0%B7%D0%B0%D1%86%D0%B8%D1%98%D0%B0_%D1%98%D0%B5%D0%B7%D0%B8%D0%BA%D0%B0" title="Ревитализација језика – Serbian" lang="sr" hreflang="sr" data-title="Ревитализација језика" data-language-autonym="Српски / srpski" data-language-local-name="Serbian" class="interlanguage-link-target">Српски / srpski</a></li><li class="interlanguage-link interwiki-fi mw-list-item"><a href="https://fi.wikipedia.org/wiki/Kielen_elvytys" title="Kielen elvytys – Finnish" lang="fi" hreflang="fi" data-title="Kielen elvytys" data-language-autonym="Suomi" data-language-local-name="Finnish" class="interlanguage-link-target">Suomi</a></li><li class="interlanguage-link interwiki-sv mw-list-item"><a href="https://sv.wikipedia.org/wiki/Spr%C3%A5krevitalisering" title="Språkrevitalisering – Swedish" lang="sv" hreflang="sv" data-title="Språkrevitalisering" data-language-autonym="Svenska" data-language-local-name="Swedish" class="interlanguage-link-target">Svenska</a></li><li class="interlanguage-link interwiki-tl mw-list-item"><a href="https://tl.wikipedia.org/wiki/Pagpapasigla_ng_wika" title="Pagpapasigla ng wika – Tagalog" lang="tl" hreflang="tl" data-title="Pagpapasigla ng wika" data-language-autonym="Tagalog" data-language-local-name="Tagalog" class="interlanguage-link-target">Tagalog</a></li><li class="interlanguage-link interwiki-ta mw-list-item"><a href="https://ta.wikipedia.org/wiki/%E0%AE%AE%E0%AF%8A%E0%AE%B4%E0%AE%BF%E0%AE%AA%E0%AF%8D_%E0%AE%AA%E0%AF%81%E0%AE%A4%E0%AF%8D%E0%AE%A4%E0%AF%81%E0%AE%AF%E0%AE%BF%E0%AE%B0%E0%AF%8D%E0%AE%AA%E0%AF%8D%E0%AE%AA%E0%AF%81" title="மொழிப் புத்துயிர்ப்பு – Tamil" lang="ta" hreflang="ta" data-title="மொழிப் புத்துயிர்ப்பு" data-language-autonym="தமிழ்" data-language-local-name="Tamil" class="interlanguage-link-target">தமிழ்</a></li><li class="interlanguage-link interwiki-tt mw-list-item"><a href="https://tt.wikipedia.org/wiki/%D0%A2%D0%B5%D0%BB_%D1%8F%D2%A3%D0%B0%D1%80%D1%8B%D1%88%D1%8B" title="Тел яңарышы – Tatar" lang="tt" hreflang="tt" data-title="Тел яңарышы" data-language-autonym="Татарча / tatarça" data-language-local-name="Tatar" class="interlanguage-link-target">Татарча / tatarça</a></li><li class="interlanguage-link interwiki-uk mw-list-item"><a href="https://uk.wikipedia.org/wiki/%D0%92%D1%96%D0%B4%D1%80%D0%BE%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%BC%D0%BE%D0%B2%D0%B8" title="Відродження мови – Ukrainian" lang="uk" hreflang="uk" data-title="Відродження мови" data-language-autonym="Українська" data-language-local-name="Ukrainian" class="interlanguage-link-target">Українська</a></li><li 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<div class="mw-indicators"> </div> <div id="siteSub" class="noprint">From Wikipedia, the free encyclopedia</div> </div> <div id="contentSub"><div id="mw-content-subtitle"></div></div> <div id="mw-content-text" class="mw-body-content"><div class="mw-content-ltr mw-parser-output" lang="en" dir="ltr"><div class="shortdescription nomobile noexcerpt noprint searchaux" style="display:none">Effort to promote an endangered language or revive a dead language</div> Language revitalization, also referred to as language revival or reversing language shift, is an attempt to halt or reverse the decline of a language or to revive an extinct one.<a href="#cite_note-1">[1]</a><a href="#cite_note-2">[2]</a> Those involved can include linguists, cultural or community groups, or governments. Some argue for a distinction between language revival (the resurrection of an <a href="/wiki/Extinct_language" title="Extinct language">extinct language</a> with no existing native speakers) and language revitalization (the rescue of a "dying" language). There has only been one successful instance of a complete language revival: <a href="/wiki/Revival_of_the_Hebrew_language" title="Revival of the Hebrew language">that of the Hebrew language</a>.<a href="#cite_note-GrenobleWhaley-3">[3]</a> Languages targeted for language revitalization include those whose use and prominence is <a href="/wiki/Endangered_language" title="Endangered language">severely limited</a>. Sometimes various tactics of language revitalization can even be used to try to revive <a href="/wiki/Extinct_language" title="Extinct language">extinct languages</a>. Though the goals of language revitalization vary greatly from case to case, they typically involve attempting to expand the number of speakers and use of a language, or trying to maintain the current level of use to protect the language from extinction or <a href="/wiki/Language_death" title="Language death">language death</a>. Reasons for revitalization vary: they can include physical danger affecting those whose language is dying, economic danger such as the exploitation of indigenous natural resources, political danger such as genocide, or cultural danger/assimilation.<a href="#cite_note-4">[4]</a> In recent times[<a href="/wiki/Wikipedia:Manual_of_Style/Dates_and_numbers#Chronological_items" title="Wikipedia:Manual of Style/Dates and numbers">when?</a>] alone, it is estimated that more than 2000 languages have already become extinct. The UN estimates that more than half of the languages spoken today have fewer than 10,000 speakers and that a quarter have fewer than 1,000 speakers; and that, unless there are some efforts to maintain them, over the next hundred years most of these will become extinct.<a href="#cite_note-UNESCO-5">[5]</a> These figures are often cited as reasons why language revitalization is necessary to preserve linguistic diversity. Culture and identity are also frequently cited reasons for language revitalization, when a language is perceived as a unique "cultural treasure."<a href="#cite_note-6">[6]</a> A community often sees language as a unique part of their culture, connecting them with their ancestors or with the land, making up an essential part of their history and self-image.<a href="#cite_note-7">[7]</a> Language revitalization is also closely tied to the linguistic field of <a href="/wiki/Language_documentation" title="Language documentation">language documentation</a>. In this field, linguists try to create a complete record of a language's grammar, vocabulary, and linguistic features. This practice can often lead to more concern for the revitalization of a specific language on study. Furthermore, the task of documentation is often taken on with the goal of revitalization in mind.<a href="#cite_note-8">[8]</a> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="Degrees_of_language_endangerment">Degrees of language endangerment</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=1" title="Edit section: Degrees of language endangerment">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1251242444">.mw-parser-output .ambox{border:1px solid #a2a9b1;border-left:10px solid #36c;background-color:#fbfbfb;box-sizing:border-box}.mw-parser-output .ambox+link+.ambox,.mw-parser-output .ambox+link+style+.ambox,.mw-parser-output .ambox+link+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+style+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+link+.ambox{margin-top:-1px}html body.mediawiki .mw-parser-output .ambox.mbox-small-left{margin:4px 1em 4px 0;overflow:hidden;width:238px;border-collapse:collapse;font-size:88%;line-height:1.25em}.mw-parser-output .ambox-speedy{border-left:10px solid #b32424;background-color:#fee7e6}.mw-parser-output .ambox-delete{border-left:10px solid #b32424}.mw-parser-output .ambox-content{border-left:10px solid #f28500}.mw-parser-output .ambox-style{border-left:10px solid #fc3}.mw-parser-output .ambox-move{border-left:10px solid #9932cc}.mw-parser-output .ambox-protection{border-left:10px solid #a2a9b1}.mw-parser-output .ambox .mbox-text{border:none;padding:0.25em 0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}</style><table class="box-More_citations_needed plainlinks metadata ambox ambox-content ambox-Refimprove" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><a href="/wiki/File:Question_book-new.svg" class="mw-file-description"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/50px-Question_book-new.svg.png" decoding="async" width="50" height="39" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/75px-Question_book-new.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/100px-Question_book-new.svg.png 2x" data-file-width="512" data-file-height="399" /></a></div></td><td class="mbox-text"><div class="mbox-text-span">This section needs additional citations for <a href="/wiki/Wikipedia:Verifiability" title="Wikipedia:Verifiability">verification</a>. Please help <a href="/wiki/Special:EditPage/Language_revitalization" title="Special:EditPage/Language revitalization">improve this article</a> by <a href="/wiki/Help:Referencing_for_beginners" title="Help:Referencing for beginners">adding citations to reliable sources</a> in this section. Unsourced material may be challenged and removed. Find sources: <a rel="nofollow" class="external text" href="https://www.google.com/search?as_eq=wikipedia&q=%22Language+revitalization%22">"Language revitalization"</a> – <a rel="nofollow" class="external text" href="https://www.google.com/search?tbm=nws&q=%22Language+revitalization%22+-wikipedia&tbs=ar:1">news</a> · <a rel="nofollow" class="external text" href="https://www.google.com/search?&q=%22Language+revitalization%22&tbs=bkt:s&tbm=bks">newspapers</a> · <a rel="nofollow" class="external text" href="https://www.google.com/search?tbs=bks:1&q=%22Language+revitalization%22+-wikipedia">books</a> · <a rel="nofollow" class="external text" href="https://scholar.google.com/scholar?q=%22Language+revitalization%22">scholar</a> · <a rel="nofollow" class="external text" href="https://www.jstor.org/action/doBasicSearch?Query=%22Language+revitalization%22&acc=on&wc=on">JSTOR</a> (October 2021) (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a>)</div></td></tr></tbody></table> <div class="mw-heading mw-heading3"><h3 id="UNESCO's_Language_Vitality_and_Endangerment_Framework">UNESCO's Language Vitality and Endangerment Framework</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=2" title="Edit section: UNESCO's Language Vitality and Endangerment Framework">edit</a>]</div> Uses a six-point scale is as follows:<a href="#cite_note-9">[9]</a> <ul><li>Safe: All generations use language in variety of settings</li> <li>Stable: Multilingualism in the native language and one or more dominant language(s) has usurped certain important communication context.</li> <li>Definitively Endangered: spoken by older people; not fully used by younger generations.</li> <li>Severely Endangered: Only a few adult speakers remain; no longer used as <a href="/wiki/First_language" title="First language">native language</a> by children.</li> <li>Critically Endangered: The language is spoken only by grandparents and older generations.</li> <li>Extinct: There is no one who can speak or remember the language.</li></ul> <div class="mw-heading mw-heading3"><h3 id="Another_scale">Another scale</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=3" title="Edit section: Another scale">edit</a>]</div> Another scale for identifying degrees of language endangerment is used in a 2003 paper ("Language Vitality and Endangerment") commissioned by <a href="/wiki/UNESCO" title="UNESCO">UNESCO</a> from an international group of linguists. The linguists, among other goals and priorities, create a scale with six degrees for language vitality and endangerment.<a href="#cite_note-:2-10">[10]</a> They also propose nine factors or criteria (six of which use the six-degree scale) to "characterize a language’s overall sociolinguistic situation".<a href="#cite_note-:2-10">[10]</a> The nine factors with their respective scales are: <ol><li>Intergenerational language transmission <ul><li>safe: all generations use the language</li> <li>unsafe: some children use the language in all settings, all children use the language in some settings</li> <li>definitively endangered: few children speak the language; predominantly spoken by the parental generation and older</li> <li>severely endangered: spoken by older generations; not used by the parental generation and younger</li> <li>critically endangered: few speakers remain and are mainly from the great grandparental generation</li> <li>extinct: no living speakers</li></ul></li> <li>Absolute number of speakers</li> <li>Proportion of speakers within the total population <ul><li>safe: the language is spoken by approximately 100% of the population</li> <li>unsafe: the language is spoken by nearly but visibly less than 100% of the population</li> <li>definitively endangered: the language is spoken by a majority of the population</li> <li>severely endangered: the language is spoken by less than 50% of the population</li> <li>critically endangered: the language has very few speakers</li> <li>extinct: no living speakers</li></ul></li> <li>Trends in existing language domains <ul><li>universal use (safe): spoken in all domains; for all functions</li> <li>multilingual parity (unsafe): multiple languages (2+) are spoken in most social domains; for most functions</li> <li>dwindling domains (definitively endangered): mainly spoken in home domains and is in competition with the dominant language; for many functions</li> <li>limited or formal domains (severely endangered): spoken in limited social domains; for several functions</li> <li>highly limited domains (critically endangered): spoken in highly restricted domains; for minimal functions</li> <li>extinct: no domains; no functions</li></ul></li> <li>Response to new domains and media <ul><li>dynamic (safe): spoken in all new domains</li> <li>robust/active (unsafe): spoken in most new domains</li> <li>receptive (definitively endangered): spoken in many new domains</li> <li>coping (severely endangered): spoken in some new domains</li> <li>minimal (critically endangered): spoken in minimal new domains</li> <li>inactive (extinct): spoken in no new domains</li></ul></li> <li>Materials for language education and literacy <ul><li>safe: established orthography and extensive access to educational materials</li> <li>unsafe: access to educational materials; children developing literacy; not used by administration</li> <li>definitively endangered: access to educational materials exist at school; literacy in language is not promoted</li> <li>severely endangered: literacy materials exist however are not present in school curriculum</li> <li>critically endangered: orthography is known and some written materials exist</li> <li>extinct: no orthography is known</li></ul></li> <li>Governmental and institutional language attitudes and policies (including official status and use) <ul><li>equal support (safe): all languages are equally protected</li> <li>differentiated support (unsafe): primarily protected for private domains</li> <li>passive assimilation (definitively endangered): no explicit protective policy; language use dwindles in public domain</li> <li>active assimilation (severely endangered): government discourages use of language; no governmental protection of language in any domain</li> <li>forced assimilation (critically endangered): language is not recognized or protected; government recognized another official language</li> <li>prohibition (extinct): use of language is banned</li></ul></li> <li>Community members' attitudes towards their own language <ul><li>safe: language is revered, valued, and promoted by whole community</li> <li>unsafe: language maintenance is supported by most of the community</li> <li>definitively endangered: language maintenance is supported by much of the community; the rest are indifferent or support language loss</li> <li>severely endangered: language maintenance is supported by some of the community; the rest are indifferent or support language loss</li> <li>critically endangered: language maintenance is supported by only a few members of the community; the rest are indifferent or support language loss</li> <li>extinct: complete apathy towards language maintenance; prefer dominant language</li></ul></li> <li>Amount and quality of documentation. <ul><li>superlative (safe): extensive audio, video, media, and written documentation of the language</li> <li>good (unsafe): audio, video, media, and written documentation all exist; a handful of each</li> <li>fair (definitively endangered): some audio and video documentation exists; adequate written documentation</li> <li>fragmentary (severely endangered): limited audio and video documentation exists at low quality; minimal written documentation</li> <li>inadequate (critically endangered): only a handful of written documentation exists</li> <li>undocumented (extinct): no documentation exists</li></ul></li></ol> <div class="mw-heading mw-heading2"><h2 id="Theory">Theory</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=4" title="Edit section: Theory">edit</a>]</div> One of the most important preliminary steps in language revitalization/recovering involves establishing the degree to which a particular language has been “dislocated.” This helps involved parties find the best way to assist or revive the language.<a href="#cite_note-11">[11]</a> <div class="mw-heading mw-heading3"><h3 id="Steps_in_reversing_language_shift">Steps in reversing language shift</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=5" title="Edit section: Steps in reversing language shift">edit</a>]</div> There are many different theories or models that attempt to lay out a plan for language revitalization. One of these is provided by celebrated linguist <a href="/wiki/Joshua_Fishman" title="Joshua Fishman">Joshua Fishman</a>. Fishman's model for reviving threatened (or sleeping) languages, or for making them sustainable,<a href="#cite_note-12">[12]</a><a href="#cite_note-13">[13]</a> consists of an eight-stage process. Efforts should be concentrated on the earlier stages of restoration until they have been consolidated before proceeding to the later stages. The eight stages are: <ol><li>Acquisition of the language by adults, who in effect act as language apprentices (recommended where most of the remaining speakers of the language are elderly and socially isolated from other speakers of the language).</li> <li>Create a socially integrated population of active speakers (or users) of the language (at this stage it is usually best to concentrate mainly on the spoken language rather than the written language).</li> <li>In localities where there are a reasonable number of people habitually using the language, encourage the informal use of the language among people of all age groups and within families and bolster its daily use through the establishment of local neighbourhood institutions in which the language is encouraged, protected and (in certain contexts at least) used exclusively.</li> <li>In areas where oral competence in the language has been achieved in all age groups, encourage literacy in the language, but in a way that does not depend upon assistance from (or goodwill of) the state education system.</li> <li>Where the state permits it, and where numbers warrant, encourage the use of the language in compulsory state education.</li> <li>Where the above stages have been achieved and consolidated, encourage the use of the language in the workplace.</li> <li>Where the above stages have been achieved and consolidated, encourage the use of the language in local government services and mass media.</li> <li>Where the above stages have been achieved and consolidated, encourage use of the language in higher education, government, etc.</li></ol> This model of language revival is intended to direct efforts to where they are most effective and to avoid wasting energy trying to achieve the later stages of recovery when the earlier stages have not been achieved. For instance, it is probably wasteful to campaign for the use of a language on television or in government services if hardly any families are in the habit of using the language. Additionally, Tasaku Tsunoda describes a range of different techniques or methods that speakers can use to try to revitalize a language, including techniques to revive extinct languages and maintain weak ones. The techniques he lists are often limited to the current vitality of the language. He claims that the <a href="/wiki/Language_immersion" title="Language immersion">immersion</a> method cannot be used to revitalize an extinct or moribund language. In contrast, the master-apprentice method of one-on-one transmission on language proficiency can be used with moribund languages. Several other methods of revitalization, including those that rely on technology such as recordings or media, can be used for languages in any state of viability.<a href="#cite_note-illustrate-14">[14]</a> <table class="wikitable sortable"> <caption>A method's effectiveness depends on the language's viability.<a href="#cite_note-illustrate-14">[14]</a> </caption> <tbody><tr> <th>Method </th> <th colspan="3"><a href="/wiki/Degree_of_endangerment" title="Degree of endangerment">Degree of endangerment</a> </th></tr> <tr> <th></th> <th>Weakening</th> <th>Moribund</th> <th>Dead/extinct </th></tr> <tr> <td>Immersion</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective </td></tr> <tr> <td>Neighborhood</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective </td></tr> <tr> <td>Bilingual</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective </td></tr> <tr> <td>Master-apprentice</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective </td></tr> <tr> <td><a href="/wiki/Total_physical_response" title="Total physical response">Total physical response</a></td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective </td></tr> <tr> <td>Telephone</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#FFC7C7;color:black;vertical-align:middle;text-align:center;" class="table-no">ineffective </td></tr> <tr> <td>Radio</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective </td></tr> <tr> <td>Multimedia</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective </td></tr> <tr> <td>Two-way</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective </td></tr> <tr> <td>Formulaic</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective </td></tr> <tr> <td>Artificial <a href="/wiki/Pidgin" title="Pidgin">pidgin</a></td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective </td></tr> <tr> <td>Place name</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective </td></tr> <tr> <td>Reclamation</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective </td></tr> <tr> <td>Adoption</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective</td> <td style="background:#9EFF9E;color:black;vertical-align:middle;text-align:center;" class="table-yes">effective </td></tr></tbody></table> <div class="mw-heading mw-heading3"><h3 id="Factors_in_successful_language_revitalization">Factors in successful language revitalization</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=6" title="Edit section: Factors in successful language revitalization">edit</a>]</div> <a href="/wiki/David_Crystal" title="David Crystal">David Crystal</a>, in his book Language Death, proposes that language revitalization is more likely to be successful if its speakers: <ul><li>increase the <a href="/wiki/Language%27s_prestige" class="mw-redirect" title="Language's prestige">language's prestige</a> within the dominant community;</li> <li>increase their wealth and income;</li> <li>increase their legitimate power in the eyes of the dominant community;</li> <li>have a strong presence in the education system;</li> <li>can write down the language;</li> <li>can use electronic technology.<a href="#cite_note-15">[15]</a></li></ul> In her book, Endangered Languages: An Introduction, <a href="/wiki/Sarah_Thomason" title="Sarah Thomason">Sarah Thomason</a> notes the success of revival efforts for modern Hebrew and the relative success of revitalizing Maori in New Zealand (see Specific Examples below). One notable factor these two examples share is that the children were raised in fully immersive environments.<a href="#cite_note-16">[16]</a> In the case of Hebrew, it was on early collective-communities called <a href="/wiki/Kibbutz" title="Kibbutz">kibbutzim</a>.<a href="#cite_note-17">[17]</a> For the Maori language In New Zealand, this was done through a <a href="/wiki/Language_nest" title="Language nest">language nest</a>.<a href="#cite_note-18">[18]</a> <div class="mw-heading mw-heading3"><h3 id="Revival_linguistics">Revival linguistics</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=7" title="Edit section: Revival linguistics">edit</a>]</div> <a href="/wiki/Ghil%27ad_Zuckermann" title="Ghil'ad Zuckermann">Ghil'ad Zuckermann</a> proposes "Revival Linguistics" as a new linguistic discipline and paradigm. <style data-mw-deduplicate="TemplateStyles:r1244412712">.mw-parser-output .templatequote{overflow:hidden;margin:1em 0;padding:0 32px}.mw-parser-output .templatequotecite{line-height:1.5em;text-align:left;margin-top:0}@media(min-width:500px){.mw-parser-output .templatequotecite{padding-left:1.6em}}</style><blockquote class="templatequote">Zuckermann's term 'Revival Linguistics' is modelled upon 'Contact Linguistics'. Revival linguistics inter alia explores the universal constraints and mechanisms involved in language reclamation, renewal and revitalization. It draws perspicacious comparative insights from one revival attempt to another, thus acting as an epistemological bridge between parallel discourses in various local attempts to revive sleeping tongues all over the globe.<a href="#cite_note-19">[19]</a></blockquote> According to Zuckermann, "revival linguistics combines scientific studies of native language acquisition and foreign language learning. After all, language reclamation is the most extreme case of second-language learning. Revival linguistics complements the established area of <a href="/wiki/Language_documentation" title="Language documentation">documentary linguistics</a>, which records endangered languages before they fall asleep."<a href="#cite_note-autogenerated1-20">[20]</a> Zuckermann proposes that "revival linguistics changes the field of historical linguistics by, for instance, weakening the family <a href="/wiki/Tree_model" title="Tree model">tree model</a>, which implies that a language has only one parent."<a href="#cite_note-autogenerated1-20">[20]</a> There are disagreements in the field of language revitalization as to the degree that revival should concentrate on maintaining the traditional language, versus allowing simplification or widespread borrowing from the <a href="/wiki/Majority_language" class="mw-redirect" title="Majority language">majority language</a>. <div class="mw-heading mw-heading4"><h4 id="Compromise">Compromise</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=8" title="Edit section: Compromise">edit</a>]</div> Zuckermann acknowledges the presence of "local peculiarities and idiosyncrasies"<a href="#cite_note-autogenerated1-20">[20]</a> but suggests that <blockquote>"there are linguistic constraints applicable to all revival attempts. Mastering them would help revivalists and first nations' leaders to work more efficiently. For example, it is easier to resurrect basic vocabulary and verbal conjugations than sounds and word order. Revivalists should be realistic and abandon discouraging, counter-productive slogans such as "Give us authenticity or give us death!"<a href="#cite_note-autogenerated1-20">[20]</a></blockquote> <a href="/wiki/Nancy_Dorian" title="Nancy Dorian">Nancy Dorian</a> has pointed out that conservative attitudes toward <a href="/wiki/Loanwords" class="mw-redirect" title="Loanwords">loanwords</a> and grammatical changes often hamper efforts to revitalize endangered languages (as with <a href="/wiki/Tiwi_language" title="Tiwi language">Tiwi</a> in Australia), and that a division can exist between educated revitalizers, interested in historicity, and remaining speakers interested in locally authentic idiom (as has sometimes occurred with <a href="/wiki/Irish_language" title="Irish language">Irish</a>). Some have argued that structural compromise may, in fact, enhance the prospects of survival, as may have been the case with English in the post-<a href="/wiki/Norman_period" class="mw-redirect" title="Norman period">Norman period</a>.<a href="#cite_note-21">[21]</a> <div class="mw-heading mw-heading4"><h4 id="Traditionalist">Traditionalist</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=9" title="Edit section: Traditionalist">edit</a>]</div> Other linguists have argued that when language revitalization borrows heavily from the majority language, the result is a new language, perhaps a <a href="/wiki/Creole_language" title="Creole language">creole</a> or <a href="/wiki/Pidgin" title="Pidgin">pidgin</a>.<a href="#cite_note-22">[22]</a> For example, the existence of "Neo-Hawaiian" as a separate language from "Traditional Hawaiian" has been proposed, due to the heavy influence of English on every aspect of the revived Hawaiian language.<a href="#cite_note-23">[23]</a> This has also been proposed for Irish, with a sharp division between "Urban Irish" (spoken by second-language speakers) and traditional Irish (as spoken as a first language in <a href="/wiki/Gaeltacht" title="Gaeltacht">Gaeltacht</a> areas). Ó Béarra stated: "[to] follow the syntax and idiomatic conventions of English, [would be] producing what amounts to little more than English in Irish drag."<a href="#cite_note-24">[24]</a> With regard to the then-moribund <a href="/wiki/Manx_language" title="Manx language">Manx language</a>, the scholar T. F. O'Rahilly stated, "When a language surrenders itself to foreign idiom, and when all its speakers become bilingual, the penalty is death."<a href="#cite_note-25">[25]</a> Neil McRae has stated that the uses of <a href="/wiki/Scottish_Gaelic" title="Scottish Gaelic">Scottish Gaelic</a> are becoming increasingly tokenistic, and native Gaelic idiom is being lost in favor of artificial terms created by second-language speakers.<a href="#cite_note-26">[26]</a> <div class="mw-heading mw-heading2"><h2 id="Specific_examples">Specific examples</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=10" title="Edit section: Specific examples">edit</a>]</div> The total revival of a <a href="/wiki/Dead_language" class="mw-redirect" title="Dead language">dead language</a> (in the sense of having no <a href="/wiki/Native_speaker" class="mw-redirect" title="Native speaker">native speakers</a>) to become the shared means of communication of a self-sustaining community of several million <a href="/wiki/First_language" title="First language">first language</a> speakers has happened only once, in the case of <a href="/wiki/Hebrew" class="mw-redirect" title="Hebrew">Hebrew</a>, resulting in <a href="/wiki/Modern_Hebrew" title="Modern Hebrew">Modern Hebrew</a> - now the <a href="/wiki/National_language" title="National language">national language</a> of <a href="/wiki/Israel" title="Israel">Israel</a>. In this case, there was a unique set of historical and cultural characteristics that facilitated the revival. (See <a href="/wiki/Revival_of_the_Hebrew_language" title="Revival of the Hebrew language">Revival of the Hebrew language</a>.) Hebrew, once largely a <a href="/wiki/Liturgical_language" class="mw-redirect" title="Liturgical language">liturgical language</a>, was re-established as a means of everyday communication by Jews, some of who had lived in what is now the State of Israel, starting in the nineteenth century. It is the world's most famous and successful example of language revitalization. In a related development, <a href="/wiki/Literary_language" title="Literary language">literary languages</a> without <a href="/wiki/Native_speaker" class="mw-redirect" title="Native speaker">native speakers</a> enjoyed great prestige and practical utility as <a href="/wiki/Lingua_franca" title="Lingua franca">lingua francas</a>, often counting millions of fluent speakers at a time. In many such cases, a decline in the use of the literary language, sometimes precipitous, was later accompanied by a strong renewal. This happened, for example, in the revival of <a href="/wiki/Classical_Latin" title="Classical Latin">Classical Latin</a> in the <a href="/wiki/Renaissance" title="Renaissance">Renaissance</a>, and the revival of <a href="/wiki/Sanskrit" title="Sanskrit">Sanskrit</a> in the early centuries AD. An analogous phenomenon in contemporary <a href="/wiki/Arabic_language" class="mw-redirect" title="Arabic language">Arabic</a>-speaking areas is the expanded use of the literary language (<a href="/wiki/Modern_Standard_Arabic" title="Modern Standard Arabic">Modern Standard Arabic</a>, a form of the <a href="/wiki/Classical_Arabic" title="Classical Arabic">Classical Arabic</a> of the 6th century AD). This is taught to all educated speakers and is used in radio broadcasts, formal discussions, etc.<a href="#cite_note-27">[27]</a> In addition, literary languages have sometimes risen to the level of becoming <a href="/wiki/First_language" title="First language">first languages</a> of very large language communities. An example is standard <a href="/wiki/Italian_language" title="Italian language">Italian</a>, which originated as a literary language based on the language of 13th-century <a href="/wiki/Florence" title="Florence">Florence</a>, especially as used by such important Florentine writers as <a href="/wiki/Dante_Alighieri" title="Dante Alighieri">Dante</a>, <a href="/wiki/Petrarch" title="Petrarch">Petrarch</a> and <a href="/wiki/Giovanni_Boccaccio" title="Giovanni Boccaccio">Boccaccio</a>. This language existed for several centuries primarily as a literary vehicle, with few native speakers; even as late as 1861, on the eve of <a href="/wiki/Italian_unification" class="mw-redirect" title="Italian unification">Italian unification</a>, the language only counted about 500,000 speakers (many non-native), out of a total population of <abbr title="circa">c.</abbr> 22,000,000. The subsequent success of the language has been through conscious development, where speakers of any of the numerous <a href="/wiki/Italian_languages" class="mw-redirect" title="Italian languages">Italian languages</a> were taught standard Italian as a <a href="/wiki/Second_language" title="Second language">second language</a> and subsequently imparted it to their children, who learned it as a first language.[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>] Of course this came at the expense of local Italian languages, most of which are now <a href="/wiki/Languages_of_Italy#Conservation_status" title="Languages of Italy">endangered</a>. Success was enjoyed in similar circumstances by <a href="/wiki/German_language" title="German language">High German</a>, <a href="/wiki/Czech_language" title="Czech language">standard Czech</a>, <a href="/wiki/Spanish_language" title="Spanish language">Castilian Spanish</a> and other languages. <div class="mw-heading mw-heading3"><h3 id="Africa">Africa</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=11" title="Edit section: Africa">edit</a>]</div> The <a href="/wiki/Coptic_language" title="Coptic language">Coptic language</a> began its decline when Arabic became the predominant language in Egypt. <a href="/wiki/Pope_Shenouda_III" class="mw-redirect" title="Pope Shenouda III">Pope Shenouda III</a> established the Coptic Language Institute in December 1976 in Saint Mark's Coptic Orthodox Cathedral in <a href="/wiki/Cairo" title="Cairo">Cairo</a> for the purpose of reviving the Coptic language.<a href="#cite_note-28">[28]</a><a href="#cite_note-29">[29]</a> <div class="mw-heading mw-heading3"><h3 id="Americas">Americas</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=12" title="Edit section: Americas">edit</a>]</div> <div class="mw-heading mw-heading4"><h4 id="North_America">North America</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=13" title="Edit section: North America">edit</a>]</div> In recent years, a growing number of <a href="/wiki/Indigenous_peoples_of_the_Americas" title="Indigenous peoples of the Americas">Native American</a> tribes have been trying to revitalize their languages.<a href="#cite_note-30">[30]</a><a href="#cite_note-Cohen-31">[31]</a> For example, there are apps (including phrases, word lists and dictionaries) in many Native languages including <a href="/wiki/Cree_language" title="Cree language">Cree</a>, <a href="/wiki/Cherokee_language" title="Cherokee language">Cherokee</a>, <a href="/wiki/Chickasaw_language" title="Chickasaw language">Chickasaw</a>, <a href="/wiki/Lakota_language" title="Lakota language">Lakota</a>, <a href="/wiki/Ojibwe_language" title="Ojibwe language">Ojibwe</a>, <a href="/wiki/Oneida_language" title="Oneida language">Oneida</a>, <a href="/wiki/Massachusett_language#Revival" title="Massachusett language">Massachusett</a>, <a href="/wiki/Navajo_language" title="Navajo language">Navajo</a>, <a href="/wiki/Halq%27emeylem" class="mw-redirect" title="Halq'emeylem">Halq'emeylem</a>, <a href="/wiki/Gwich%27in_language" class="mw-redirect" title="Gwich'in language">Gwych'in</a>, and <a href="/wiki/Lushootseed_language" class="mw-redirect" title="Lushootseed language">Lushootseed</a>. <a href="/wiki/Massachusett_language" title="Massachusett language">Wampanoag</a>, a language spoken by the people of the same name in Massachusetts, underwent a language revival project led by <a href="/wiki/Jessie_Little_Doe_Baird" title="Jessie Little Doe Baird">Jessie Little Doe Baird</a>, a trained linguist. Members of the tribe use the extensive written records that exist in their language, including a translation of the Bible and legal documents, in order to learn and teach Wampanoag. The project has seen children speaking the language fluently for the first time in over 100 years.<a href="#cite_note-32">[32]</a><a href="#cite_note-33">[33]</a> In addition, there are currently attempts at reviving the <a href="/wiki/Chochenyo_language" title="Chochenyo language">Chochenyo language</a> of California, which had become extinct. Efforts are being made by the Confederated Tribes of the Grand Ronde Community and others to keep <a href="/wiki/Chinook_Jargon" title="Chinook Jargon">Chinook Jargon</a>, also known as <a href="/wiki/Chinuk_Wawa" class="mw-redirect" title="Chinuk Wawa">Chinuk Wawa</a>, alive. This is helped by the corpus of songs and stories collected from <a href="/wiki/Victoria_Howard" title="Victoria Howard">Victoria Howard</a> and published by <a href="/wiki/Melville_Jacobs" title="Melville Jacobs">Melville Jacobs</a>.<a href="#cite_note-34">[34]</a><a href="#cite_note-35">[35]</a> The open-source platform <a href="/wiki/FirstVoices" title="FirstVoices">FirstVoices</a> hosts community-managed websites for 85 language revitalization projects, covering multiple varieties of 33 Indigenous languages in <a href="/wiki/British_Columbia" title="British Columbia">British Columbia</a> as well as over a dozen languages from "elsewhere in Canada and around the globe", along with 17 dictionary apps.<a href="#cite_note-36">[36]</a> <div class="mw-heading mw-heading5"><h5 id="Tlingit">Tlingit</h5>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=14" title="Edit section: Tlingit">edit</a>]</div> Similar to other indigenous languages, <a href="/wiki/Tlingit_language" title="Tlingit language">Tlingit</a> is critically endangered.<a href="#cite_note-:0-37">[37]</a> Fewer than 100 fluent Elders existed as of 2017.<a href="#cite_note-:0-37">[37]</a> From 2013 to 2014, the language activist, author, and teacher, Sʔímlaʔxw Michele K. Johnson from the Syilx Nation, attempted to teach two hopeful learners of Tlingit in the Yukon.<a href="#cite_note-:0-37">[37]</a> Her methods included textbook creation, sequenced immersion curriculum, and film assessment.<a href="#cite_note-:0-37">[37]</a> The aim was to assist in the creation of adult speakers that are of parent-age, so that they too can begin teaching the language. In 2020, X̱ʼunei <a href="/wiki/Lance_Twitchell" title="Lance Twitchell">Lance Twitchell</a> led a Tlingit online class with <a href="/wiki/Outer_Coast_College" title="Outer Coast College">Outer Coast College</a>. Dozens of students participated.<a href="#cite_note-38">[38]</a> He is an associate professor of Alaska Native Languages in the School of Arts and Sciences at the <a href="/wiki/University_of_Alaska_Southeast" title="University of Alaska Southeast">University of Alaska Southeast</a> which offers a minor in Tlingit language and an emphasis on Alaska Native Languages and Studies within a Bachelorʼs degree in Liberal Arts.<a href="#cite_note-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="South_America">South America</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=15" title="Edit section: South America">edit</a>]</div> <a href="/wiki/Kichwa_language" title="Kichwa language">Kichwa</a> is the variety of the <a href="/wiki/Quechuan_languages" title="Quechuan languages">Quechua</a> language spoken in <a href="/wiki/Ecuador" title="Ecuador">Ecuador</a> and is one of the most widely spoken indigenous languages in South America. Despite this fact, Kichwa is a threatened language, mainly because of the expansion of Spanish in South America. One community of original Kichwa speakers, Lagunas, was one of the first indigenous communities to switch to the Spanish language.<a href="#cite_note-beginning-40">[40]</a> According to King, this was because of the increase of trade and business with the large Spanish-speaking town nearby. The Lagunas people assert that it was not for cultural assimilation purposes, as they value their cultural identity highly.<a href="#cite_note-beginning-40">[40]</a> However, once this contact was made, language for the Lagunas people shifted through generations, to Kichwa and Spanish bilingualism and now is essentially Spanish monolingualism. The feelings of the Lagunas people present a dichotomy with language use, as most of the Lagunas members speak Spanish exclusively and only know a few words in Kichwa. The prospects for Kichwa language revitalization are not promising, as parents depend on schooling for this purpose, which is not nearly as effective as continual language exposure in the home.<a href="#cite_note-end-41">[41]</a> Schooling in the Lagunas community, although having a conscious focus on teaching Kichwa, consists of mainly passive interaction, reading, and writing in Kichwa.<a href="#cite_note-42">[42]</a> In addition to grassroots efforts, national language revitalization organizations, like <a href="/wiki/CONAIE" class="mw-redirect" title="CONAIE">CONAIE</a>, focus attention on non-Spanish speaking indigenous children, who represent a large minority in the country. Another national initiative, Bilingual Intercultural Education Project (PEBI), was ineffective in language revitalization because instruction was given in Kichwa and Spanish was taught as a second language to children who were almost exclusively Spanish monolinguals. Although some techniques seem ineffective, Kendall A. King provides several suggestions: <ol><li>Exposure to and acquisition of the language at a young age.</li> <li class="mw-empty-elt"></li> <li>Extreme immersion techniques.</li> <li class="mw-empty-elt"></li> <li>Multiple and diverse efforts to reach adults.</li> <li class="mw-empty-elt"></li> <li>Flexibility and coordination in planning and implementation</li> <li class="mw-empty-elt"></li> <li>Directly addressing different varieties of the language.</li> <li class="mw-empty-elt"></li> <li>Planners stressing that language revitalization is a long process</li> <li class="mw-empty-elt"></li> <li>Involving as many people as possible</li> <li class="mw-empty-elt"></li> <li>Parents using the language with their children</li> <li class="mw-empty-elt"></li> <li>Planners and advocates approaching the problem from all directions.</li></ol> Specific suggestions include imparting an elevated perception of the language in schools, focusing on grassroots efforts both in school and the home, and maintaining national and regional attention.<a href="#cite_note-end-41">[41]</a> <div class="mw-heading mw-heading3"><h3 id="Asia">Asia</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=16" title="Edit section: Asia">edit</a>]</div> <div class="mw-heading mw-heading4"><h4 id="Hebrew">Hebrew</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=17" title="Edit section: Hebrew">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Revival_of_the_Hebrew_language" title="Revival of the Hebrew language">Revival of the Hebrew language</a></div> The <a href="/wiki/Revival_of_the_Hebrew_language" title="Revival of the Hebrew language">revival of the Hebrew language</a> is the only successful example of a revived dead language.<a href="#cite_note-GrenobleWhaley-3">[3]</a> The <a href="/wiki/Hebrew_language" title="Hebrew language">Hebrew language</a> survived into the medieval period as the language of <a href="/wiki/Jewish_liturgy" class="mw-redirect" title="Jewish liturgy">Jewish liturgy</a> and <a href="/wiki/Rabbinic_literature" title="Rabbinic literature">rabbinic literature</a>. With the rise of <a href="/wiki/Zionism" title="Zionism">Zionism</a> in the 19th century, it was revived as a spoken and literary language, becoming primarily a spoken <a href="/wiki/Lingua_franca" title="Lingua franca">lingua franca</a> among the early Jewish immigrants to <a href="/wiki/Mutasarrifate_of_Jerusalem" title="Mutasarrifate of Jerusalem">Ottoman Palestine</a> and received the official status in the 1922 constitution of the <a href="/wiki/Mandate_for_Palestine" title="Mandate for Palestine">British Mandate for Palestine</a> and subsequently of the <a href="/wiki/State_of_Israel" class="mw-redirect" title="State of Israel">State of Israel</a>.<a href="#cite_note-43">[43]</a> <div class="mw-heading mw-heading4"><h4 id="Sanskrit">Sanskrit</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=18" title="Edit section: Sanskrit">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Sanskrit_revival" title="Sanskrit revival">Sanskrit revival</a></div> There have been recent attempts at reviving <a href="/wiki/Sanskrit" title="Sanskrit">Sanskrit</a> in India.<a href="#cite_note-44">[44]</a><a href="#cite_note-45">[45]</a><a href="#cite_note-BBC-2014-Mattur-46">[46]</a> However, despite these attempts, there are no first language speakers of Sanskrit in India.<a href="#cite_note-sreevastan-thehindu-sanskrit-47">[47]</a><a href="#cite_note-Ruppel2017-48">[48]</a><a href="#cite_note-KachruKachru2008-1-49">[49]</a> In each of India's recent decennial censuses, several thousand citizens<a href="#cite_note-50">[a]</a> have reported Sanskrit to be their mother tongue. However, these reports are thought to signify a wish to be aligned with the prestige of the language, rather than being genuinely indicative of the presence of thousands of L1 Sanskrit speakers in India. There has also been a rise of so-called "Sanskrit villages",<a href="#cite_note-BBC-2014-Mattur-46">[46]</a><a href="#cite_note-51">[50]</a> but experts have cast doubt on the extent to which Sanskrit is really spoken in such villages.<a href="#cite_note-sreevastan-thehindu-sanskrit-47">[47]</a><a href="#cite_note-52">[51]</a> <div class="mw-heading mw-heading4"><h4 id="Soyot">Soyot</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=19" title="Edit section: Soyot">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Soyot_language" title="Soyot language">Soyot language</a></div> The <a href="/wiki/Soyot-Tsaatan_language" class="mw-redirect" title="Soyot-Tsaatan language">Soyot language</a> of the small-numbered <a href="/wiki/Soyot" title="Soyot">Soyots</a> in <a href="/wiki/Buryatia" title="Buryatia">Buryatia</a>, <a href="/wiki/Russia" title="Russia">Russia</a>, one of the <a href="/wiki/Siberian_Turkic_languages" title="Siberian Turkic languages">Siberian Turkic languages</a>, has been reconstructed and a Soyot-<a href="/wiki/Buryat_language" title="Buryat language">Buryat</a>-<a href="/wiki/Russian_language" title="Russian language">Russian</a> dictionary was published in 2002. The language is currently taught in some elementary schools.<a href="#cite_note-53">[52]</a> <div class="mw-heading mw-heading4"><h4 id="Ainu">Ainu</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=20" title="Edit section: Ainu">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Ainu_language" title="Ainu language">Ainu language</a></div> The <a href="/wiki/Ainu_language" title="Ainu language">Ainu language</a> of the indigenous <a href="/wiki/Ainu_people" title="Ainu people">Ainu people</a> of northern Japan is currently moribund, but efforts are underway to revive it. A 2006 survey of the <a href="/wiki/Hokkaido" title="Hokkaido">Hokkaido</a> Ainu indicated that only 4.6% of Ainu surveyed were able to converse in or "speak a little" Ainu.<a href="#cite_note-54">[53]</a> As of 2001, Ainu was not taught in any elementary or secondary schools in Japan, but was offered at numerous language centres and universities in Hokkaido, as well as at Tokyo's <a href="/wiki/Chiba_University" title="Chiba University">Chiba University</a>.<a href="#cite_note-55">[54]</a> <div class="mw-heading mw-heading4"><h4 id="Manchu">Manchu</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=21" title="Edit section: Manchu">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Manchu_language" title="Manchu language">Manchu language</a></div> In China, the <a href="/wiki/Manchu_language" title="Manchu language">Manchu language</a> is one of the most endangered languages, with speakers only in three small areas of Manchuria remaining.<a href="#cite_note-56">[55]</a> Some enthusiasts are trying to revive the language of <a href="/wiki/Manchu_people" title="Manchu people">their ancestors</a> using available dictionaries and textbooks, and even occasional visits to <a href="/wiki/Qapqal_Xibe_Autonomous_County" title="Qapqal Xibe Autonomous County">Qapqal Xibe Autonomous County</a> in <a href="/wiki/Xinjiang" title="Xinjiang">Xinjiang</a>, where the related <a href="/wiki/Xibe_language" title="Xibe language">Xibe language</a> is still spoken natively.<a href="#cite_note-57">[56]</a> <div class="mw-heading mw-heading4"><h4 id="Spanish">Spanish</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=22" title="Edit section: Spanish">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main articles: <a href="/wiki/Spanish_language_in_the_Philippines" title="Spanish language in the Philippines">Spanish language in the Philippines</a> and <a href="/wiki/Philippine_Spanish" title="Philippine Spanish">Philippine Spanish</a></div> In the Philippines, a local variety of Spanish that was primarily based on <a href="/wiki/Mexican_Spanish" title="Mexican Spanish">Mexican Spanish</a> was the lingua franca of the country since Spanish colonization in 1565 and was an official language alongside <a href="/wiki/Filipino_language" title="Filipino language">Filipino</a> (standardized <a href="/wiki/Tagalog_language" title="Tagalog language">Tagalog</a>) and <a href="/wiki/Philippine_English" title="Philippine English">English</a> until 1987, following the ratification of a new constitution, where it was re-designated as a voluntary language. As a result of its loss as an official language and years of marginalization at the official level during and after American colonization, the use of Spanish amongst the overall populace decreased dramatically and became moribund, with the remaining native speakers left being mostly elderly people.<a href="#cite_note-58">[57]</a><a href="#cite_note-59">[58]</a><a href="#cite_note-60">[59]</a> The language has seen a gradual revival, however, due to official promotion under the administration of former President <a href="/wiki/Gloria_Macapagal_Arroyo" title="Gloria Macapagal Arroyo">Gloria Macapagal Arroyo</a>.<a href="#cite_note-61">[60]</a><a href="#cite_note-62">[61]</a> Most notably, Resolution No. 2006-028 reinstated Spanish as a mandatory subject in secondary schools and universities.<a href="#cite_note-63">[62]</a> Results were immediate as the job demand for Spanish speakers had increased since 2008.<a href="#cite_note-64">[63]</a> As of 2010, the <a href="/wiki/Instituto_Cervantes" title="Instituto Cervantes">Instituto Cervantes</a> in Manila reported the number of Spanish-speakers in the country with native or non-native knowledge at approximately 3 million, the figure albeit including those who speak the Spanish-based creole <a href="/wiki/Chavacano_Language" class="mw-redirect" title="Chavacano Language">Chavacano</a>.<a href="#cite_note-65">[64]</a> Complementing government efforts is a notable surge of exposure through the <a href="/wiki/Mass_media_in_the_Philippines" title="Mass media in the Philippines">mainstream media</a> and, more recently, <a href="/wiki/Music_streaming" class="mw-redirect" title="Music streaming">music-streaming</a> services.<a href="#cite_note-66">[65]</a><a href="#cite_note-67">[66]</a> <div class="mw-heading mw-heading4"><h4 id="Western_Armenian">Western Armenian</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=23" title="Edit section: Western Armenian">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Armenian_language" title="Armenian language">Armenian language</a></div> The <a href="/wiki/Western_Armenian" title="Western Armenian">Western Armenian</a> language, has been classified as a <a href="/wiki/Endangered_language" title="Endangered language">definitely endangered language</a> in the <a href="/wiki/Atlas_of_the_World%27s_Languages_in_Danger" title="Atlas of the World's Languages in Danger">Atlas of the World's Languages in Danger</a> (2010),<a href="#cite_note-68">[67]</a> as most speakers of the dialect remain in diasporic communities away from their homeland in Anatolia, following the <a href="/wiki/Armenian_genocide" title="Armenian genocide">Armenian genocide</a>. In spite of this, there have been various efforts<a href="#cite_note-69">[68]</a> to revitalize the language, especially within the <a href="/wiki/Armenians_in_Los_Angeles" class="mw-redirect" title="Armenians in Los Angeles">Los Angeles community</a> where the majority of Western Armenians reside. Within her dissertation, Shushan Karapetian discusses at length the decline of the Armenian language in the United States, and new means for keeping and reviving Western Armenian, such as the creation of the Saroyan Committee or the Armenian Language Preservation Committee, launched in 2013.<a href="#cite_note-70">[69]</a> Other attempts at language revitalization can be seen within the <a href="/wiki/University_of_California,_Irvine" title="University of California, Irvine">University of California in Irvine</a>.<a href="#cite_note-71">[70]</a> <div class="mw-heading mw-heading4"><h4 id="Other_Asian">Other Asian</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=24" title="Edit section: Other Asian">edit</a>]</div> In Thailand, there exists a <a href="/wiki/Chong_language" title="Chong language">Chong language</a> revitalization project, headed by Suwilai Premsrirat.<a href="#cite_note-Suwilai-72">[71]</a> <div class="mw-heading mw-heading3"><h3 id="Europe">Europe</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=25" title="Edit section: Europe">edit</a>]</div> In <a href="/wiki/Europe" title="Europe">Europe</a>, in the 19th and early 20th centuries, the use of both local and learned <a href="/wiki/Languages_of_Europe" title="Languages of Europe">languages</a> declined as the central governments of the different states imposed their vernacular language as the standard throughout education and official use (this was the case in the <a href="/wiki/United_Kingdom" title="United Kingdom">United Kingdom</a>, <a href="/wiki/France" title="France">France</a>, <a href="/wiki/Spain" title="Spain">Spain</a>, <a href="/wiki/Italy" title="Italy">Italy</a> and <a href="/wiki/Greece" title="Greece">Greece</a>, and to some extent, in <a href="/wiki/Germany" title="Germany">Germany</a> and <a href="/wiki/Austria-Hungary" title="Austria-Hungary">Austria-Hungary</a>).[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>] In the last few [when?] decades, local <a href="/wiki/Nationalism" title="Nationalism">nationalism</a> and <a href="/wiki/Human_rights" title="Human rights">human rights</a> movements have made a more <a href="/wiki/Multiculturalism" title="Multiculturalism">multicultural</a> policy standard in European states; sharp condemnation of the earlier practices of suppressing regional languages was expressed in the use of such terms as "<a href="/wiki/Language_death" title="Language death">linguicide</a>". <div class="mw-heading mw-heading4"><h4 id="Basque">Basque</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=26" title="Edit section: Basque">edit</a>]</div> In <a href="/wiki/Francoist_Spain" title="Francoist Spain">Francoist Spain</a>, <a href="/wiki/Basque_language" title="Basque language">Basque language</a> use was discouraged by the government's <a href="/wiki/Language_policies_of_Francoist_Spain" title="Language policies of Francoist Spain">repressive policies</a>. In the Basque Country, "Francoist repression was not only political, but also linguistic and cultural."<a href="#cite_note-73">[72]</a> <a href="/wiki/Francisco_Franco" title="Francisco Franco">Franco's</a> regime suppressed Basque from official discourse, education, and publishing,<a href="#cite_note-74">[73]</a> making it illegal to register newborn babies under Basque names,<a href="#cite_note-75">[74]</a> and even requiring tombstone engravings in Basque to be removed.<a href="#cite_note-76">[75]</a> In some provinces the public use of Basque was suppressed, with people fined for speaking it.<a href="#cite_note-77">[76]</a> Public use of Basque was frowned upon by supporters of the regime, often regarded as a sign of anti-Francoism or <a href="/wiki/Basque_separatism" class="mw-redirect" title="Basque separatism">separatism</a>.<a href="#cite_note-78">[77]</a> in the late 1960s. Since 1968, Basque has been immersed in a revitalisation process, facing formidable obstacles. However, significant progress has been made in numerous areas. Six main factors have been identified to explain its relative success: <ol><li>implementation and acceptance of <a href="/wiki/Unified_Basque" class="mw-redirect" title="Unified Basque">Unified, or Standard Basque (Euskara Batua)</a>, which was developed by the <a href="/wiki/Euskaltzaindia" title="Euskaltzaindia">Euskaltzaindia</a></li> <li>integration of Basque in the education system</li> <li>creation of media in Basque (radio, newspapers, and television)</li> <li>the established new legal framework</li> <li>collaboration between public institutions and people's organisations, and</li> <li>campaigns for Basque language literacy.<a href="#cite_note-79">[78]</a></li></ol> While those six factors influenced the revitalisation process, the extensive development and use of <a href="/wiki/Language_technologies" class="mw-redirect" title="Language technologies">language technologies</a> is also considered a significant additional factor.<a href="#cite_note-80">[79]</a> Overall, in the 1960s and later, the trend reversed and education and publishing in Basque began to flourish.<a href="#cite_note-81">[80]</a> A sociolinguistic survey shows that there has been a steady increase in Basque speakers since the 1990s, and the percentage of young speakers exceeds that of the old.<a href="#cite_note-basquetribune-82">[81]</a> <div class="mw-heading mw-heading4"><h4 id="Irish">Irish</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=27" title="Edit section: Irish">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Status_of_the_Irish_language" title="Status of the Irish language">Status of the Irish language</a></div> One of the best known European attempts at language revitalization concerns the <a href="/wiki/Irish_language" title="Irish language">Irish language</a>. While English is dominant through most of Ireland, Irish, a <a href="/wiki/Celtic_languages" title="Celtic languages">Celtic language</a>, is still spoken in certain areas called <a href="/wiki/Gaeltacht" title="Gaeltacht">Gaeltachta</a>í,<a href="#cite_note-autogenerated2-83">[82]</a> but there it is in serious decline.<a href="#cite_note-84">[83]</a> The challenges faced by the language over the last few centuries have included exclusion from important domains, social denigration, the death or emigration of many Irish speakers during the <a href="/wiki/Great_Famine_(Ireland)" title="Great Famine (Ireland)">Irish famine</a> of the 1840s, and continued emigration since. Efforts to revitalise Irish were being made, however, from the mid-1800s, and were associated with a desire for Irish political independence.<a href="#cite_note-autogenerated2-83">[82]</a> Contemporary Irish language revitalization has chiefly involved teaching Irish as a compulsory language in mainstream English-speaking schools. But the failure to teach it in an effective and engaging way means (as linguist Andrew Carnie notes) that students do not acquire the fluency needed for the lasting viability of the language, and this leads to boredom and resentment. Carnie also noted a lack of media in Irish (2006),<a href="#cite_note-autogenerated2-83">[82]</a> though this is no longer the case. The decline of the Gaeltachtaí and the failure of state-directed revitalisation have been countered by an urban revival movement. This is largely based on an independent community-based school system, known generally as <a href="/wiki/Gaelscoil" title="Gaelscoil">Gaelscoileanna</a>. These schools teach entirely through Irish and their number is growing, with over thirty such schools in Dublin alone.<a href="#cite_note-85">[84]</a> They are an important element in the creation of a network of urban Irish speakers (known as Gaeilgeoirí), who tend to be young, well-educated and middle-class. It is now likely that this group has acquired critical mass, a fact reflected in the expansion of Irish-language media.<a href="#cite_note-gaelport-86">[85]</a> Irish language television has enjoyed particular success.<a href="#cite_note-87">[86]</a> It has been argued that they tend to be better educated than monolingual English speakers and enjoy higher social status.<a href="#cite_note-88">[87]</a> They represent the transition of Irish to a modern urban world, with an accompanying rise in prestige. <div class="mw-heading mw-heading4"><h4 id="Scottish_Gaelic">Scottish Gaelic</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=28" title="Edit section: Scottish Gaelic">edit</a>]</div> There are also current attempts to revive the related language of <a href="/wiki/Scottish_Gaelic" title="Scottish Gaelic">Scottish Gaelic</a>, which was suppressed following the formation of the United Kingdom, and entered further decline due to the <a href="/wiki/Highland_clearances" class="mw-redirect" title="Highland clearances">Highland clearances</a>. Currently[<a href="/wiki/Wikipedia:Manual_of_Style/Dates_and_numbers#Chronological_items" title="Wikipedia:Manual of Style/Dates and numbers">when?</a>], Gaelic is only spoken widely in the <a href="/wiki/Western_Isles" class="mw-redirect" title="Western Isles">Western Isles</a> and some relatively small areas of the <a href="/wiki/Highlands_and_Islands" title="Highlands and Islands">Highlands and Islands</a>. The decline in fluent Gaelic speakers has slowed; however, the population center has shifted to L2 speakers in urban areas, especially Glasgow.<a href="#cite_note-89">[88]</a><a href="#cite_note-90">[89]</a> <div class="mw-heading mw-heading4"><h4 id="Manx">Manx</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=29" title="Edit section: Manx">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Manx_language_revival" class="mw-redirect" title="Manx language revival">Manx language revival</a></div> Another Celtic language, <a href="/wiki/Manx_language" title="Manx language">Manx</a>, lost its <a href="/wiki/Ned_Maddrell" title="Ned Maddrell">last native speaker</a> in 1974 and was declared extinct by <a href="/wiki/UNESCO" title="UNESCO">UNESCO</a> in 2009, but never completely fell from use.<a href="#cite_note-91">[90]</a> The language is now taught in primary and secondary schools, including as a teaching medium at the <a href="/wiki/Bunscoill_Ghaelgagh" title="Bunscoill Ghaelgagh">Bunscoill Ghaelgagh</a>, used in some public events and spoken as a second language by approximately 1800 people.<a href="#cite_note-92">[91]</a> Revitalization efforts include radio shows in Manx Gaelic and social media and online resources. The Manx government has also been involved in the effort by creating organizations such as the Manx Heritage Foundation (<a href="/wiki/Culture_Vannin" title="Culture Vannin">Culture Vannin</a>) and the position of Manx Language Officer.<a href="#cite_note-93">[92]</a> The government has released an official Manx Language Strategy for 2017–2021.<a href="#cite_note-94">[93]</a> <div class="mw-heading mw-heading4"><h4 id="Cornish">Cornish</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=30" title="Edit section: Cornish">edit</a>]</div> There have been a number of attempts to revive the <a href="/wiki/Cornish_language" title="Cornish language">Cornish language</a>, both privately and some under the <a href="/wiki/Cornish_Language_Partnership" title="Cornish Language Partnership">Cornish Language Partnership</a>. Some of the activities have included translation of the Christian scriptures,<a href="#cite_note-95">[94]</a> a guild of bards,<a href="#cite_note-96">[95]</a> and the promotion of <a href="/wiki/Cornish_literature" title="Cornish literature">Cornish literature</a> in modern Cornish, including novels and poetry. <div class="mw-heading mw-heading4"><h4 id="Breton">Breton</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=31" title="Edit section: Breton">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Breton_language#Revival_efforts" title="Breton language">Breton language § Revival efforts</a></div> <div class="mw-heading mw-heading4"><h4 id="Caló">Caló</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=32" title="Edit section: Caló">edit</a>]</div> The <a href="/wiki/Gitanos" title="Gitanos">Romani</a> arriving in the Iberian Peninsula developed an Iberian <a href="/wiki/Romani_language" title="Romani language">Romani</a> dialect. As time passed, Romani ceased to be a full language and became <a href="/wiki/Cal%C3%B3_language" title="Caló language">Caló</a>, a <a href="/wiki/Cant_(language)" title="Cant (language)">cant</a> mixing Iberian Romance grammar and Romani vocabulary. With sedentarization and obligatory instruction in the official languages, Caló is used less and less. As Iberian Romani proper is extinct and as Caló is endangered, some people are trying to revitalise the language. The Spanish politician <a href="/wiki/Juan_de_Dios_Ram%C3%ADrez_Heredia" title="Juan de Dios Ramírez Heredia">Juan de Dios Ramírez Heredia</a> promotes <a href="/w/index.php?title=Roman%C3%B2-Kal%C3%B2&action=edit&redlink=1" class="new" title="Romanò-Kalò (page does not exist)">Romanò-Kalò</a>, a variant of <a href="/wiki/Romani_language_standardization" title="Romani language standardization">International Romani</a>, enriched by Caló words.<a href="#cite_note-CursoRamírez-97">[96]</a> His goal is to reunify the Caló and Romani roots. <div class="mw-heading mw-heading4"><h4 id="Livonian">Livonian</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=33" title="Edit section: Livonian">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Livonian_language_revival" title="Livonian language revival">Livonian language revival</a></div> The Livonian language, a Finnic language, once spoken on about a third of modern-day Latvian territory,<a href="#cite_note-98">[97]</a> died in the 21st century with the death of the last native speaker <a href="/wiki/Grizelda_Kristi%C5%86a" title="Grizelda Kristiņa">Grizelda Kristiņa</a> on 2 June 2013.<a href="#cite_note-99">[98]</a> Today there are about 210 people mainly living in Latvia who identify themselves as Livonian and speak the language on the A1-A2 level according to the Common European Framework of Reference for Languages and between 20 and 40 people who speak the language on level B1 and up.<a href="#cite_note-100">[99]</a> Today all speakers learn Livonian as a second language. There are different programs educating Latvians on the cultural and linguistic heritage of Livonians and the fact that most Latvians have common Livonian descent.<a href="#cite_note-101">[100]</a> Programs worth mentioning include: <ul><li>Livones.net<a href="#cite_note-102">[101]</a> with extensive information about language, history and culture</li> <li>The Livonian Institute of the University of Latvia<a href="#cite_note-103">[102]</a> doing research on the Livonian language, other Finnic languages in Latvia and providing an extensive Livonian-Latvian-Estonian dictionary with declinations/conjugations<a href="#cite_note-104">[103]</a></li> <li>Virtual Livonia<a href="#cite_note-105">[104]</a> providing information on the Livonian language and especially its grammar</li> <li>Mierlinkizt:<a href="#cite_note-106">[105]</a> An annual summer camp for children to teach children about the Livonian language, culture etc.</li> <li>Līvõd Īt (Livonian Union)<a href="#cite_note-107">[106]</a></li></ul> The Livonian linguistic and cultural heritage is included in the Latvian cultural canon<a href="#cite_note-108">[107]</a> and the protection, revitalization and development of Livonian as an indigenous language is guaranteed by Latvian law<a href="#cite_note-109">[108]</a> <div class="mw-heading mw-heading4"><h4 id="Old_Prussian">Old Prussian</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=34" title="Edit section: Old Prussian">edit</a>]</div> A few linguists and philologists are involved in reviving a reconstructed form of the extinct <a href="/wiki/Old_Prussian_language" title="Old Prussian language">Old Prussian language</a> from Luther's catechisms, the Elbing Vocabulary, place names, and Prussian loanwords in the <a href="/wiki/Low_Prussian_dialect" title="Low Prussian dialect">Low Prussian dialect</a> of <a href="/wiki/Low_German" title="Low German">Low German</a>. Several dozen people use the language in <a href="/wiki/Lithuania" title="Lithuania">Lithuania</a>, <a href="/wiki/Kaliningrad" title="Kaliningrad">Kaliningrad</a>, and <a href="/wiki/Poland" title="Poland">Poland</a>, including a few children who are natively bilingual.<a href="#cite_note-110">[109]</a> The Prusaspirā Society has published their translation of <a href="/wiki/Antoine_de_Saint-Exup%C3%A9ry" title="Antoine de Saint-Exupéry">Antoine de Saint-Exupéry</a>'s <a href="/wiki/The_Little_Prince" title="The Little Prince">The Little Prince</a>. The book was translated by Piotr Szatkowski (Pīteris Šātkis) and released in 2015.<a href="#cite_note-111">[110]</a> The other efforts of Baltic Prussian societies include the development of online dictionaries, learning apps and games. There also have been several attempts to produce music with lyrics written in the revived Baltic Prussian language, most notably in the Kaliningrad Oblast by <a href="/wiki/Romowe_Rikoito" title="Romowe Rikoito">Romowe Rikoito</a>,<a href="#cite_note-112">[111]</a> Kellan and Āustras Laīwan, but also in Lithuania by <a href="/wiki/K%C5%ABlgrinda_(band)" title="Kūlgrinda (band)">Kūlgrinda</a> in their 2005 album Prūsų Giesmės (Prussian Hymns),<a href="#cite_note-113">[112]</a> and in <a href="/wiki/Latvia" title="Latvia">Latvia</a> by Rasa Ensemble in 1988<a href="#cite_note-114">[113]</a> and <a href="/wiki/Valdis_Muktup%C4%81vels" title="Valdis Muktupāvels">Valdis Muktupāvels</a> in his 2005 <a href="/wiki/Oratorio" title="Oratorio">oratorio</a> "Pārcēlātājs Pontifex" featuring several parts sung in Prussian.<a href="#cite_note-115">[114]</a> Important in this revival was <a href="/wiki/Vytautas_Ma%C5%BEiulis" title="Vytautas Mažiulis">Vytautas Mažiulis</a>, who died on 11 April 2009, and his pupil <a href="/w/index.php?title=Letas_Palmaitis&action=edit&redlink=1" class="new" title="Letas Palmaitis (page does not exist)">Letas Palmaitis</a>, leader of the experiment and author of the website Prussian Reconstructions.<a href="#cite_note-116">[115]</a> Two late contributors were Prāncis Arellis (<a href="https://lt.wikipedia.org/wiki/Pranci%C5%A1kus_Erelis" class="extiw" title="lt:Pranciškus Erelis">Pranciškus Erelis</a>), Lithuania, and Dailūns Russinis (<a href="/w/index.php?title=Dailonis_Rusi%C5%86%C5%A1&action=edit&redlink=1" class="new" title="Dailonis Rusiņš (page does not exist)">Dailonis Rusiņš</a>), Latvia. After them, <a href="/w/index.php?title=Twankstas_Glabbis&action=edit&redlink=1" class="new" title="Twankstas Glabbis (page does not exist)">Twankstas Glabbis</a> from <a href="/wiki/Kaliningrad_oblast" class="mw-redirect" title="Kaliningrad oblast">Kaliningrad oblast</a> and <a href="/w/index.php?title=N%C4%93rtiks_Pamed%C4%ABns&action=edit&redlink=1" class="new" title="Nērtiks Pamedīns (page does not exist)">Nērtiks Pamedīns</a> from East-Prussia, now Polish <a href="/wiki/Warmian%E2%80%93Masurian_Voivodeship" title="Warmian–Masurian Voivodeship">Warmia-Masuria</a> actively joined.[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>] <div class="mw-heading mw-heading4"><h4 id="Yola">Yola</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=35" title="Edit section: Yola">edit</a>]</div> The <a href="/wiki/Yola_language" class="mw-redirect" title="Yola language">Yola language</a> revival movement has cultivated in Wexford in recent years, and the “Gabble Ing Yola” resource center for Yola materials claims there are around 140 speakers of the Yola language today.<a href="#cite_note-117">[116]</a> <div class="mw-heading mw-heading3"><h3 id="Oceania">Oceania</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=36" title="Edit section: Oceania">edit</a>]</div> <div class="mw-heading mw-heading4"><h4 id="Australia">Australia</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=37" title="Edit section: Australia">edit</a>]</div> The European colonization of Australia, and the consequent damage sustained by <a href="/wiki/Aboriginal_Australian" class="mw-redirect" title="Aboriginal Australian">Aboriginal</a> communities, had a catastrophic effect on indigenous languages, especially in the southeast and south of the country, leaving some with no living traditional native speakers. A number of Aboriginal communities in <a href="/wiki/Victoria_(Australia)" class="mw-redirect" title="Victoria (Australia)">Victoria</a> and elsewhere are now trying to revive some of <a href="/wiki/Aboriginal_Australian_languages" class="mw-redirect" title="Aboriginal Australian languages">these languages</a>. The work is typically directed by a group of <a href="/wiki/Aboriginal_elder" class="mw-redirect" title="Aboriginal elder">Aboriginal elders</a> and other knowledgeable people, with community language workers doing most of the research and teaching. They analyze the data, develop spelling systems and vocabulary and prepare resources. Decisions are made in collaboration. Some communities employ linguists, and there are also linguists who have worked independently,<a href="#cite_note-118">[117]</a> such as <a href="/wiki/Luise_Hercus" title="Luise Hercus">Luise Hercus</a> and <a href="/wiki/Peter_K._Austin" class="mw-redirect" title="Peter K. Austin">Peter K. Austin</a>. <ul><li>In the state of <a href="/wiki/Queensland" title="Queensland">Queensland</a>, an effort is being made to teach some Indigenous languages in schools and to develop workshops for adults. More than 150 languages were once spoken within the state, but today fewer than 20 are spoken as a first language, and less than two per cent of schools teach any Indigenous language. The <a href="/wiki/Gunggari_language" class="mw-redirect" title="Gunggari language">Gunggari language</a> is one language which is being revived, with only three native speakers left.<a href="#cite_note-119">[118]</a><a href="#cite_note-120">[119]</a></li> <li>In the <a href="/wiki/Northern_Territory" title="Northern Territory">Northern Territory</a>, the Pertame Project is an example in <a href="/wiki/Central_Australia" title="Central Australia">Central Australia</a>. <a href="/wiki/Pertame" class="mw-redirect" title="Pertame">Pertame</a>, from the country south of <a href="/wiki/Alice_Springs" title="Alice Springs">Alice Springs</a>, along the <a href="/wiki/Finke_River" title="Finke River">Finke River</a>, is a dialect in the <a href="/wiki/Arrernte_language" title="Arrernte language">Arrernte group of languages</a>. With only 20 fluent speakers left by 2018,<a href="#cite_note-121">[120]</a> the Pertame Project is seeking to retain and revive the language, headed by Pertame elder Christobel Swan.<a href="#cite_note-122">[121]</a></li> <li>In the far north of <a href="/wiki/South_Australia" title="South Australia">South Australia</a>, the <a href="/wiki/Diyari_language" title="Diyari language">Diyari language</a> has an active programme under way, with materials available for teaching in schools and the wider community.<a href="#cite_note-Dieri-123">[122]</a> Also in South Australia, there is a unit at the <a href="/wiki/University_of_Adelaide" title="University of Adelaide">University of Adelaide</a> which teaches and promotes the use of the <a href="/wiki/Kaurna_language" title="Kaurna language">Kaurna language</a>, headed by <a href="/wiki/Rob_Amery" title="Rob Amery">Rob Amery</a>, who has produced many books and course materials.<a href="#cite_note-124">[123]</a></li> <li>The <a href="/wiki/Victoria,_Australia" class="mw-redirect" title="Victoria, Australia">Victorian</a> Department of Education and Training reported 1,867 student enrollments in 14 schools offering an Aboriginal Languages Program in the state of <a href="/wiki/Victoria,_Australia" class="mw-redirect" title="Victoria, Australia">Victoria</a> in 2018.<a href="#cite_note-125">[124]</a></li></ul> <div class="mw-heading mw-heading4"><h4 id="New_Zealand">New Zealand</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=38" title="Edit section: New Zealand">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/M%C4%81ori_language_revival" title="Māori language revival">Māori language revival</a></div> One of the best cases of relative success in language revitalization is the case of <a href="/wiki/M%C4%81ori_language" title="Māori language">Maori</a>, also known as te reo Māori. It is the ancestral tongue of the indigenous Maori people of New Zealand and a vehicle for prose narrative, sung poetry, and genealogical recital.<a href="#cite_note-senft-126">[125]</a> The history of the Maori people is taught in Maori in sacred learning houses through oral transmission. Even after Maori became a written language, the oral tradition was preserved.<a href="#cite_note-senft-126">[125]</a> Once European colonization began, many laws were enacted in order to promote the use of English over Maori among indigenous people.<a href="#cite_note-senft-126">[125]</a> The Education Ordinance Act of 1847 mandated school instruction in English and established boarding schools to speed up assimilation of Maori youths into European culture. The Native School Act of 1858 forbade Māori from being spoken in schools. During the 1970s, a group of young Maori people, the <a href="/wiki/Ng%C4%81_Tamatoa" title="Ngā Tamatoa">Ngā Tamatoa</a>, successfully campaigned for Maori to be taught in schools.<a href="#cite_note-senft-126">[125]</a> Also, Kōhanga Reo, Māori language preschools, called language nests, were established.<a href="#cite_note-127">[126]</a> The emphasis was on teaching children the language at a young age, a very effective strategy for language learning. The Maori Language Commission was formed in 1987, leading to a number of national reforms aimed at revitalizing Maori.<a href="#cite_note-senft-126">[125]</a> They include media programmes broadcast in Maori, undergraduate college programmes taught in Maori, and an annual Maori language week. Each <a href="/wiki/Iwi" title="Iwi">iwi</a> (tribe) created a language planning programme catering to its specific circumstances. These efforts have resulted in a steady increase in children being taught in Maori in schools since 1996.<a href="#cite_note-senft-126">[125]</a> <div class="mw-heading mw-heading4"><h4 id="Hawaiian">Hawaiian</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=39" title="Edit section: Hawaiian">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Hawaiian_language" title="Hawaiian language">Hawaiian language</a></div> On six of the seven inhabited islands of <a href="/wiki/Hawaii" title="Hawaii">Hawaii</a>, Hawaiian was displaced by English and is no longer used as the daily language of communication. The one exception is <a href="/wiki/Niihau" title="Niihau">Niʻihau</a>, where <a href="/wiki/Hawaiian_language" title="Hawaiian language">Hawaiian</a> has never been displaced, has never been endangered, and is still used almost exclusively. Efforts to revive the language have increased in recent decades. Hawaiian <a href="/wiki/Language_immersion" title="Language immersion">language immersion</a> schools are now open to children whose families want to retain (or introduce) Hawaiian language into the next generation. The local <a href="/wiki/National_Public_Radio" class="mw-redirect" title="National Public Radio">National Public Radio</a> station features a short segment titled "Hawaiian word of the day". Additionally, the Sunday editions of the <a href="/wiki/Honolulu_Star-Bulletin" title="Honolulu Star-Bulletin">Honolulu Star-Bulletin</a> and its successor, the <a href="/wiki/Honolulu_Star-Advertiser" title="Honolulu Star-Advertiser">Honolulu Star-Advertiser</a>, feature a brief article called Kauakūkalahale, written entirely in Hawaiian by a student.<a href="#cite_note-128">[127]</a> <div class="mw-heading mw-heading2"><h2 id="Current_revitalization_efforts">Current revitalization efforts</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=40" title="Edit section: Current revitalization efforts">edit</a>]</div> Language revitalization efforts are ongoing around the world. Revitalization teams are utilizing modern technologies to increase contact with indigenous languages and to record <a href="/wiki/Traditional_knowledge" title="Traditional knowledge">traditional knowledge</a>. <div class="mw-heading mw-heading3"><h3 id="Mexico">Mexico</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=41" title="Edit section: Mexico">edit</a>]</div> In Mexico, the <a href="/wiki/Mixtec" title="Mixtec">Mixtec</a> people's <a href="/wiki/Mixtec_languages" title="Mixtec languages">language</a> heavily revolves around the interaction between climate, nature, and what it means for their livelihood[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>]. <a href="/wiki/UNESCO" title="UNESCO">UNESCO</a>'s LINKS (Local and Indigenous Knowledge) program recently underwent a project to create a glossary of Mixtec terms and phrases related to climate. UNESCO believes that the traditional knowledge of the Mixtec people via their deep connection with weather phenomena can provide insight on ways to <a href="/wiki/Climate_change_mitigation" title="Climate change mitigation">address climate change</a>. Their intention in creating the glossary is to "facilitate discussions between experts and the holders of traditional knowledge".<a href="#cite_note-:1-129">[128]</a> <div class="mw-heading mw-heading3"><h3 id="Canada">Canada</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=42" title="Edit section: Canada">edit</a>]</div> In Canada, the <a href="/wiki/Wapikoni_Mobile" title="Wapikoni Mobile">Wapikoni Mobile</a> project travels to indigenous communities and provides lessons in film making. Program leaders travel across Canada with mobile audiovisual production units, and aims to provide indigenous youth with a way to connect with their culture through a film topic of their choosing. The Wapikona project submits its films to events around the world as an attempt to spread knowledge of indigenous culture and language.<a href="#cite_note-130">[129]</a> <div class="mw-heading mw-heading3"><h3 id="Chile">Chile</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=43" title="Edit section: Chile">edit</a>]</div> Of the youth in Rapa Nui (<a href="/wiki/Easter_Island" title="Easter Island">Easter Island</a>), ten percent learn their mother language. The rest of the community has adopted Spanish in order to communicate with the outside world and support its tourism industry. Through a collaboration between UNESCO and the Chilean <a href="/wiki/CONADI" title="CONADI">Corporación Nacional de Desarrollo Indigena</a>, the Department of Rapa Nui Language and Culture at the Lorenzo Baeza Vega School was created. Since 1990, the department has created primary education texts in the <a href="/wiki/Rapa_Nui_language" title="Rapa Nui language">Rapa Nui language</a>. In 2017, the Nid Rapa Nui, a <a href="/wiki/Non-governmental_organization" title="Non-governmental organization">non-governmental organization</a> was also created with the goal of establishing a school that teaches courses entirely in Rapa Nui.<a href="#cite_note-131">[130]</a> <div class="mw-heading mw-heading3"><h3 id="Singapore">Singapore</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=44" title="Edit section: Singapore">edit</a>]</div> An initiative known as Kodrah Kristang has been created to revitalize the critically endangered <a href="/wiki/Kristang_language" title="Kristang language">Kristang language</a>. It includes an audio course on <a href="/wiki/Soundcloud" class="mw-redirect" title="Soundcloud">Soundcloud</a>, known as Kontah Kristang<a href="#cite_note-132">[131]</a> and a vocabulary course on <a href="/wiki/Memrise" title="Memrise">Memrise</a>, known as Kriseh Kristang.<a href="#cite_note-133">[132]</a> The success of the Memrise project has "inspired the start of similar projects among speakers of other Indigenous languages," like Unangam Qilinĝingin to teach the <a href="/wiki/Aleut_language" title="Aleut language">Aleut language</a> spoken in <a href="/wiki/Alaska" title="Alaska">Alaska</a>.<a href="#cite_note-134">[133]</a> The <a rel="nofollow" class="external text" href="https://kodrah.kristang.com">Kodrah Kristang</a> revitalization initiative in <a href="/wiki/Singapore" title="Singapore">Singapore</a> seeks to revive the critically endangered <a href="/wiki/Kristang_language" title="Kristang language">Kristang</a> creole.<a href="#cite_note-Wong_2016-135">[134]</a> <div class="mw-heading mw-heading2"><h2 id="Health_benefits_of_language_revitalization">Health benefits of language revitalization</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=45" title="Edit section: Health benefits of language revitalization">edit</a>]</div> Language revitalisation has been linked to increased health outcomes for Indigenous communities involved in reclaiming traditional language. Benefits range from improved mental health for community members, increasing connectedness to culture, identity, and a sense of wholeness. Indigenous languages are a core element in the formation of identity, providing pathways for cultural expression, agency, spiritual and ancestral connection.<a href="#cite_note-:3-136">[135]</a> Connection to culture is considered to play an important role in childhood development,<a href="#cite_note-137">[136]</a> and is a UN convention right.<a href="#cite_note-138">[137]</a> As colonisation and subsequent linguicide was carried out through policies such as those that created Australia's <a href="/wiki/Stolen_Generations" title="Stolen Generations">Stolen Generations</a> have damaged this connection. It has been proposed that language revitalization may play an important role in countering <a href="/wiki/Intergenerational_trauma" class="mw-redirect" title="Intergenerational trauma">intergenerational trauma</a> that has been caused.<a href="#cite_note-139">[138]</a> Researchers at the <a href="/wiki/University_of_Adelaide" title="University of Adelaide">University of Adelaide</a> and <a href="/wiki/South_Australian_Health_and_Medical_Research_Institute" title="South Australian Health and Medical Research Institute">South Australian Health and Medical Research Institute</a> have found that language revitalisation of <a href="/wiki/Aboriginal_Australian_languages" class="mw-redirect" title="Aboriginal Australian languages">Aboriginal languages</a> is linked to better mental health.<a href="#cite_note-140">[139]</a> One study in the <a href="/wiki/Barngarla_people" title="Barngarla people">Barngarla</a> Community in <a href="/wiki/South_Australia" title="South Australia">South Australia</a> has been looking holistically at the positive benefits of language reclamation, healing mental and emotional scars, and building connections to community and country that underpin wellness and wholeness. The study identified the Barngarla peoples connection to their <a href="/wiki/Barngarla_language" title="Barngarla language">language</a> as a strong component of developing a strong cultural and personal identity; the people are as connected to language as they are to culture, and culture is key to their identity.<a href="#cite_note-:3-136">[135]</a> Some proponents claim that language reclamation is a form of empowerment and builds strong connections with community and wholeness.<a href="#cite_note-141">[140]</a> <div class="mw-heading mw-heading2"><h2 id="Criticism">Criticism</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=46" title="Edit section: Criticism">edit</a>]</div> <a href="/wiki/John_McWhorter" title="John McWhorter">John McWhorter</a> has argued that programs to revive <a href="/wiki/Indigenous_language" title="Indigenous language">indigenous languages</a> will almost never be very effective because of the practical difficulties involved. He also argues that the death of a language does not necessarily mean the death of a culture. Indigenous expression is still possible even when the original language has disappeared, as with Native American groups and as evidenced by the vitality of <a href="/wiki/Black_American_culture" class="mw-redirect" title="Black American culture">black American culture</a> in the United States, among people who speak not <a href="/wiki/Yoruba_language" title="Yoruba language">Yoruba</a> but English. He argues that language death is, ironically, a sign of hitherto isolated peoples migrating and sharing space: "To maintain distinct languages across generations happens only amidst unusually tenacious self-isolation—such as that of the <a href="/wiki/Amish" title="Amish">Amish</a>—or brutal segregation".<a href="#cite_note-142">[141]</a> <a href="/wiki/Kenan_Malik" title="Kenan Malik">Kenan Malik</a> has also argued that it is "irrational" to try to preserve all the world's languages, as language death is natural and in many cases inevitable, even with intervention. He proposes that language death improves communication by ensuring more people speak the same language. This may benefit the economy and reduce conflict.<a href="#cite_note-143">[142]</a><a href="#cite_note-144">[143]</a> The protection of <a href="/wiki/Minority_language" title="Minority language">minority languages</a> from extinction is often not a concern for speakers of the dominant language. There is often prejudice and deliberate persecution of minority languages, in order to appropriate the cultural and economic capital of minority groups.<a href="#cite_note-145">[144]</a> At other times governments deem that the cost of revitalization programs and creating linguistically diverse materials is too great to take on.<a href="#cite_note-146">[145]</a> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=47" title="Edit section: See also">edit</a>]</div> <ul><li><a href="/wiki/Category:Language_activists" title="Category:Language activists">Category:Language activists</a></li> <li><a href="/wiki/Contemporary_Latin" title="Contemporary Latin">Contemporary Latin</a></li> <li><a href="/wiki/Directorate_of_Language_Planning_and_Implementation" title="Directorate of Language Planning and Implementation">Directorate of Language Planning and Implementation</a></li> <li><a href="/wiki/Endangered_languages" class="mw-redirect" title="Endangered languages">Endangered languages</a></li> <li><a href="/wiki/Language_documentation" title="Language documentation">Language documentation</a></li> <li><a href="/wiki/Language_nest" title="Language nest">Language nest</a></li> <li><a href="/wiki/Language_planning" title="Language planning">Language planning</a></li> <li><a href="/wiki/Language_policy" title="Language policy">Language policy</a></li> <li><a href="/wiki/Linguistic_purism" title="Linguistic purism">Linguistic purism</a></li> <li><a href="/wiki/Minority_language" title="Minority language">Minority language</a></li> <li><a href="/wiki/Regional_language" title="Regional language">Regional language</a></li> <li><a href="/wiki/Rosetta_Project" title="Rosetta Project">Rosetta Project</a></li> <li><a href="/wiki/Sacred_language" title="Sacred language">Sacred language</a></li> <li><a href="/wiki/Second-language_acquisition" title="Second-language acquisition">Second-language acquisition</a></li> <li><a href="/wiki/Treasure_language" class="mw-redirect" title="Treasure language">Treasure language</a></li> <li><a href="/wiki/Languages_in_censuses" title="Languages in censuses">Languages in censuses</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Digital_projects_and_repositories">Digital projects and repositories</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=48" title="Edit section: Digital projects and repositories">edit</a>]</div> <ul><li><a href="/wiki/Lingua_Libre" title="Lingua Libre">Lingua Libre</a> − a <a href="/wiki/FLOSS" class="mw-redirect" title="FLOSS">libre</a> online tool used to record words and phrases of any language (thousands of recordings have already been done in endangered languages like <a href="/wiki/Atikamekw_language" title="Atikamekw language">Atikamekw</a>, <a href="/wiki/Occitan_language" title="Occitan language">Occitan</a>, <a href="/wiki/Basque_language" title="Basque language">Basque</a>, <a href="/wiki/Catalan_language" title="Catalan language">Catalan</a>, and are all available on <a href="https://commons.wikimedia.org/wiki/Category:Lingua_Libre_pronunciation" class="extiw" title="c:Category:Lingua Libre pronunciation">Wikimedia Commons</a>)</li> <li><a href="/wiki/Tatoeba" title="Tatoeba">Tatoeba</a> contains example sentences with translations in dozens of endangered languages, including <a href="/wiki/Belarusian_language" title="Belarusian language">Belarusian</a>, <a href="/wiki/Breton_language" title="Breton language">Breton</a>, <a href="/wiki/Basque_language" title="Basque language">Basque</a> and <a href="/wiki/Cornish_language" title="Cornish language">Cornish</a>.<a href="#cite_note-147">[146]</a></li> <li>The <a href="/wiki/Living_Archive_of_Aboriginal_Languages" title="Living Archive of Aboriginal Languages">Living Archive of Aboriginal Languages </a> − contains works in endangered languages of the <a href="/wiki/Northern_Territory" title="Northern Territory">Northern Territory</a>, Australia</li> <li><a href="/wiki/FirstVoices" title="FirstVoices">FirstVoices</a> - contains community-managed dictionaries, songs, stories, and multimedia for Indigenous languages in <a href="/wiki/British_Columbia" title="British Columbia">British Columbia</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Organizations">Organizations</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=49" title="Edit section: Organizations">edit</a>]</div> <ul><li><a href="/wiki/Foundation_for_Endangered_Languages" title="Foundation for Endangered Languages">Foundation for Endangered Languages</a></li> <li><a href="/wiki/The_Language_Conservancy" title="The Language Conservancy">The Language Conservancy</a></li> <li><a href="/wiki/P%C5%ABnana_Leo" title="Pūnana Leo">Pūnana Leo</a>, Hawaiian language schools</li> <li><a href="/wiki/Resource_Network_for_Linguistic_Diversity" class="mw-redirect" title="Resource Network for Linguistic Diversity">Resource Network for Linguistic Diversity</a></li> <li><a href="/wiki/Culture_Vannin" title="Culture Vannin">Culture Vannin</a>, Manx Gaelic language organization</li> <li><a href="/wiki/SIL_International" title="SIL International">SIL International</a></li> <li><a href="/wiki/First_Peoples%27_Cultural_Council" title="First Peoples' Cultural Council">First Peoples' Cultural Council</a>, Indigenous language, arts, and heritage revitalization in British Columbia</li></ul> <div class="mw-heading mw-heading3"><h3 id="Lists">Lists</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=50" title="Edit section: Lists">edit</a>]</div> <ul><li><a href="/wiki/Lists_of_endangered_languages" title="Lists of endangered languages">Lists of endangered languages</a></li> <li><a href="/wiki/List_of_endangered_languages_with_mobile_apps" title="List of endangered languages with mobile apps">List of endangered languages with mobile apps</a></li> <li><a href="/wiki/Lists_of_extinct_languages" title="Lists of extinct languages">Lists of extinct languages</a></li> <li><a href="/wiki/List_of_language_regulators" title="List of language regulators">List of language regulators</a></li> <li><a href="/wiki/List_of_revived_languages" title="List of revived languages">List of revived languages</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="Notes">Notes</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=51" title="Edit section: Notes">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist reflist-lower-alpha"> <div class="mw-references-wrap"><ol class="references"> <li id="cite_note-50"><a href="#cite_ref-50">^</a> 6,106 Indians in 1981, 49,736 in 1991, 14,135 in 2001, and 24,821 in 2011, have reported Sanskrit to be their mother tongue.<a href="#cite_note-sreevastan-thehindu-sanskrit-47">[47]</a> </li> </ol></div></div> <div class="mw-heading mw-heading2"><h2 id="References">References</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=52" title="Edit section: References">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1239543626"><div class="reflist"> <div class="mw-references-wrap mw-references-columns"><ol class="references"> <li id="cite_note-1"><a href="#cite_ref-1">^</a> Tsunoda, Tasaku. Language Endangerment and Language Revitalization. Berlin: Mouton De Gruyter, 2005. p. 169. Print. </li> <li id="cite_note-2"><a href="#cite_ref-2">^</a> <style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFPineTurin2017" class="citation book cs1">Pine, Aidan; Turin, Mark (29 March 2017). <a rel="nofollow" class="external text" href="http://oxfordre.com/linguistics/view/10.1093/acrefore/9780199384655.001.0001/acrefore-9780199384655-e-8">"Language Revitalization"</a>. <a rel="nofollow" class="external text" href="https://zenodo.org/record/3941256">Oxford Research Encyclopedia of Linguistics</a>. Vol. 1. Oxford University Press. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1093%2Facrefore%2F9780199384655.013.8">10.1093/acrefore/9780199384655.013.8</a>. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9780199384655" title="Special:BookSources/9780199384655"><bdi>9780199384655</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=Language+Revitalization&rft.btitle=Oxford+Research+Encyclopedia+of+Linguistics&rft.pub=Oxford+University+Press&rft.date=2017-03-29&rft_id=info%3Adoi%2F10.1093%2Facrefore%2F9780199384655.013.8&rft.isbn=9780199384655&rft.aulast=Pine&rft.aufirst=Aidan&rft.au=Turin%2C+Mark&rft_id=http%3A%2F%2Foxfordre.com%2Flinguistics%2Fview%2F10.1093%2Facrefore%2F9780199384655.001.0001%2Facrefore-9780199384655-e-8&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-GrenobleWhaley-3">^ <a href="#cite_ref-GrenobleWhaley_3-0">a</a> <a href="#cite_ref-GrenobleWhaley_3-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGrenobleWhaley2005" class="citation book cs1">Grenoble, Leonore A.; Whaley, Lindsay J. (2005). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=Vavj5-hdDgQC&pg=PA63">Saving Languages: An Introduction to Language Revitalization</a>. Cambridge, UK: Cambridge University Press. p. 63. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0521016520" title="Special:BookSources/978-0521016520"><bdi>978-0521016520</bdi></a>. <q>Hebrew is cited by Paulston et al. (1993:276) as 'the only true example of language revival.'</q></cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Saving+Languages%3A+An+Introduction+to+Language+Revitalization&rft.place=Cambridge%2C+UK&rft.pages=63&rft.pub=Cambridge+University+Press&rft.date=2005&rft.isbn=978-0521016520&rft.aulast=Grenoble&rft.aufirst=Leonore+A.&rft.au=Whaley%2C+Lindsay+J.&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DVavj5-hdDgQC%26pg%3DPA63&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-4"><a href="#cite_ref-4">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCrystal2010" class="citation encyclopaedia cs1">Crystal, David (2010). "Language Planning". In Crystal, David (ed.). The Cambridge Encyclopedia of Language (Third ed.). 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Print. </li> <li id="cite_note-8"><a href="#cite_ref-8">^</a> New Perspectives on Endangered Languages. Ed. José A.F. Farfán and Fernando F. Ramallo. Amsterdam: John Benjamins, 2010. pp. 1-7. Print. </li> <li id="cite_note-9"><a href="#cite_ref-9">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation conference cs1"><a rel="nofollow" class="external text" href="https://ich.unesco.org/doc/src/00120-EN.pdf">Language Vitality and Endangerment</a> (PDF). International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages. UNESCO Ad Hoc Expert Group on Endangered Languages. 2003. p. 8. Retrieved 26 September 2024.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=conference&rft.btitle=Language+Vitality+and+Endangerment&rft.pages=8&rft.pub=UNESCO+Ad+Hoc+Expert+Group+on+Endangered+Languages&rft.date=2003&rft_id=https%3A%2F%2Fich.unesco.org%2Fdoc%2Fsrc%2F00120-EN.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-:2-10">^ <a href="#cite_ref-:2_10-0">a</a> <a href="#cite_ref-:2_10-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://web.archive.org/web/20160221202039/https://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/pdf/Language_vitality_and_endangerment_EN.pdf">"Language Vitality and Endangerment"</a> (PDF). UNESCO Ad Hoc Expert Group on Endangered Languages. March 2003. Archived from <a rel="nofollow" class="external text" href="http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/pdf/Language_vitality_and_endangerment_EN.pdf">the original</a> (PDF) on 21 February 2016.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Language+Vitality+and+Endangerment&rft.pub=UNESCO+Ad+Hoc+Expert+Group+on+Endangered+Languages&rft.date=2003-03&rft_id=http%3A%2F%2Fwww.unesco.org%2Fnew%2Ffileadmin%2FMULTIMEDIA%2FHQ%2FCLT%2Fpdf%2FLanguage_vitality_and_endangerment_EN.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-11"><a href="#cite_ref-11">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFTsunoda2005" class="citation book cs1">Tsunoda, Tasaku (2005). Language Endangerment and Language Revitalization. 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Retrieved 21 February 2024.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Canadian+Press&rft.atitle=FirstVoices+celebrates+International+Mother+Language+Day+with+the+launch+of+a+new+version+of+its+free%2C+open-source%2C+Indigenous&rft.date=2024-02-21&rft_id=https%3A%2F%2Fwww.thecanadianpressnews.ca%2Fglobenewswire_press_releases%2Ffirstvoices-celebrates-international-mother-language-day-with-the-launch-of-a-new-version-of-its%2Farticle_1ed78ef9-2a2c-52ef-a19d-5699304230c2.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-:0-37">^ <a href="#cite_ref-:0_37-0">a</a> <a href="#cite_ref-:0_37-1">b</a> <a href="#cite_ref-:0_37-2">c</a> <a href="#cite_ref-:0_37-3">d</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFJohnson2017" class="citation journal cs1">Johnson, S?ímla?xw Michele K. (May 2017). "Breathing Life into New Speakers: Nsyilxcn and Tlingit Sequenced Curriculum, Direct Acquisition, and Assessments". <a href="/wiki/Canadian_Modern_Language_Review" title="Canadian Modern Language Review">Canadian Modern Language Review</a>. 73 (2): 109–132. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3138%2Fcmlr.3549">10.3138/cmlr.3549</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:151866033">151866033</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Canadian+Modern+Language+Review&rft.atitle=Breathing+Life+into+New+Speakers%3A+Nsyilxcn+and+Tlingit+Sequenced+Curriculum%2C+Direct+Acquisition%2C+and+Assessments&rft.volume=73&rft.issue=2&rft.pages=109-132&rft.date=2017-05&rft_id=info%3Adoi%2F10.3138%2Fcmlr.3549&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A151866033%23id-name%3DS2CID&rft.aulast=Johnson&rft.aufirst=S%3F%C3%ADmla%3Fxw+Michele+K.&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-38"><a href="#cite_ref-38">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSmith2020" class="citation news cs1">Smith, Corinne (11 August 2020). <a rel="nofollow" class="external text" href="https://www.ktoo.org/2020/08/11/free-online-tlingit-language-class-sees-widespread-interest-during-pandemic/">"Free online Tlingit language class sees widespread interest during pandemic"</a>. KFSK. KTOO FM. Retrieved 25 March 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=KFSK&rft.atitle=Free+online+Tlingit+language+class+sees+widespread+interest+during+pandemic&rft.date=2020-08-11&rft.aulast=Smith&rft.aufirst=Corinne&rft_id=https%3A%2F%2Fwww.ktoo.org%2F2020%2F08%2F11%2Ffree-online-tlingit-language-class-sees-widespread-interest-during-pandemic%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-39"><a href="#cite_ref-39">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation news cs1"><a rel="nofollow" class="external text" href="https://www.juneauempire.com/news/uas-ceremony-honors-670-grads/">"UAS ceremony honors 670 grads"</a>. Juneau Empire. 3 May 2016. Retrieved 25 March 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Juneau+Empire&rft.atitle=UAS+ceremony+honors+670+grads&rft.date=2016-05-03&rft_id=https%3A%2F%2Fwww.juneauempire.com%2Fnews%2Fuas-ceremony-honors-670-grads%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-beginning-40">^ <a href="#cite_ref-beginning_40-0">a</a> <a href="#cite_ref-beginning_40-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKing2001" class="citation book cs1">King, Kendall (2001). Language Revitalization Processes and Prospects: Quichua in the Ecuadorian Andes. New York: Multilingual Matters LTD. pp. 71–83. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/1-85359-494-6" title="Special:BookSources/1-85359-494-6"><bdi>1-85359-494-6</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Language+Revitalization+Processes+and+Prospects%3A+Quichua+in+the+Ecuadorian+Andes&rft.place=New+York&rft.pages=71-83&rft.pub=Multilingual+Matters+LTD&rft.date=2001&rft.isbn=1-85359-494-6&rft.aulast=King&rft.aufirst=Kendall&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-end-41">^ <a href="#cite_ref-end_41-0">a</a> <a href="#cite_ref-end_41-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKing2001" class="citation book cs1">King, Kendall (2001). Language Revitalization Processes and Prospects: Quichua in the Ecuadorian Andes. New York: Multilingual Matters LTD. pp. 187–218. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/1-85359-494-6" title="Special:BookSources/1-85359-494-6"><bdi>1-85359-494-6</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Language+Revitalization+Processes+and+Prospects%3A+Quichua+in+the+Ecuadorian+Andes&rft.place=New+York&rft.pages=187-218&rft.pub=Multilingual+Matters+LTD&rft.date=2001&rft.isbn=1-85359-494-6&rft.aulast=King&rft.aufirst=Kendall&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-42"><a href="#cite_ref-42">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKing2001" class="citation book cs1">King, Kendall (2001). Language Revitalization Processes and Prospects: Quichua in the Ecuadorian Andes. New York: Multilingual Matters LTD. p. 140. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/1-85359-494-6" title="Special:BookSources/1-85359-494-6"><bdi>1-85359-494-6</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Language+Revitalization+Processes+and+Prospects%3A+Quichua+in+the+Ecuadorian+Andes&rft.place=New+York&rft.pages=140&rft.pub=Multilingual+Matters+LTD&rft.date=2001&rft.isbn=1-85359-494-6&rft.aulast=King&rft.aufirst=Kendall&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-43"><a href="#cite_ref-43">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBar-Adon1975" class="citation book cs1">Bar-Adon, Aaron (1975). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=mC80vwEACAAJ">The Rise and Decline of a Dialect: A Study in the Revival of Modern Hebrew</a>. Mouton. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9783111803661" title="Special:BookSources/9783111803661"><bdi>9783111803661</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=The+Rise+and+Decline+of+a+Dialect%3A+A+Study+in+the+Revival+of+Modern+Hebrew&rft.pub=Mouton&rft.date=1975&rft.isbn=9783111803661&rft.aulast=Bar-Adon&rft.aufirst=Aaron&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DmC80vwEACAAJ&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-44"><a href="#cite_ref-44">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.telegraphindia.com/india/10000-plus-growth-in-sanskrit-speakers/cid/1351306">"10000-plus growth in Sanskrit speakers"</a>. www.telegraphindia.com.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=www.telegraphindia.com&rft.atitle=10000-plus+growth+in+Sanskrit+speakers&rft_id=https%3A%2F%2Fwww.telegraphindia.com%2Findia%2F10000-plus-growth-in-sanskrit-speakers%2Fcid%2F1351306&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-45"><a href="#cite_ref-45">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.pratidintime.com/latest-census-figure-reveals-increase-in-sanskrit-speakers-in-india/">"Latest census figure reveals increase in Sanskrit speakers in India"</a>. 15 July 2018.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Latest+census+figure+reveals+increase+in+Sanskrit+speakers+in+India&rft.date=2018-07-15&rft_id=https%3A%2F%2Fwww.pratidintime.com%2Flatest-census-figure-reveals-increase-in-sanskrit-speakers-in-india%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-BBC-2014-Mattur-46">^ <a href="#cite_ref-BBC-2014-Mattur_46-0">a</a> <a href="#cite_ref-BBC-2014-Mattur_46-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation news cs1"><a rel="nofollow" class="external text" href="https://www.bbc.com/news/world-asia-india-30446917">"Indian village where people speak in Sanskrit"</a>. BBC News. 22 December 2014. Retrieved 30 September 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=BBC+News&rft.atitle=Indian+village+where+people+speak+in+Sanskrit&rft.date=2014-12-22&rft_id=https%3A%2F%2Fwww.bbc.com%2Fnews%2Fworld-asia-india-30446917&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-sreevastan-thehindu-sanskrit-47">^ <a href="#cite_ref-sreevastan-thehindu-sanskrit_47-0">a</a> <a href="#cite_ref-sreevastan-thehindu-sanskrit_47-1">b</a> <a href="#cite_ref-sreevastan-thehindu-sanskrit_47-2">c</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSreevastan2014" class="citation news cs1">Sreevastan, Ajai (10 August 2014). <a rel="nofollow" class="external text" href="https://www.thehindu.com/news/national/where-are-the-sanskrit-speakers/article6299433.ece">"Where are the Sanskrit speakers?"</a>. The Hindu. Chennai. Retrieved 11 October 2020. <q>Sanskrit is also the only scheduled language that shows wide fluctuations — rising from 6,106 speakers in 1981 to 49,736 in 1991 and then falling dramatically to 14,135 speakers in 2001. "This fluctuation is not necessarily an error of the Census method. People often switch language loyalties depending on the immediate political climate," says Prof. Ganesh Devy of the People's Linguistic Survey of India. ... Because some people "fictitiously" indicate Sanskrit as their mother tongue owing to its high prestige and Constitutional mandate, the Census captures the persisting memory of an ancient language that is no longer anyone's real mother tongue, says B. Mallikarjun of the Center for Classical Language. Hence, the numbers fluctuate in each Census. ... "Sanskrit has influence without presence," says Devy. "We all feel in some corner of the country, Sanskrit is spoken." But even in Karnataka's Mattur, which is often referred to as India's Sanskrit village, hardly a handful indicated Sanskrit as their mother tongue.</q></cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=The+Hindu&rft.atitle=Where+are+the+Sanskrit+speakers%3F&rft.date=2014-08-10&rft.aulast=Sreevastan&rft.aufirst=Ajai&rft_id=https%3A%2F%2Fwww.thehindu.com%2Fnews%2Fnational%2Fwhere-are-the-sanskrit-speakers%2Farticle6299433.ece&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-Ruppel2017-48"><a href="#cite_ref-Ruppel2017_48-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFRuppel2017" class="citation book cs1">Ruppel, A. M. (2017). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=eXQ3DgAAQBAJ&pg=PA2">The Cambridge Introduction to Sanskrit</a>. Cambridge University Press. p. 2. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-107-08828-3" title="Special:BookSources/978-1-107-08828-3"><bdi>978-1-107-08828-3</bdi></a>. <q>The study of any ancient (or dead) language is faced with one main challenge: ancient languages have no native speakers who could provide us with examples of simple everyday speech</q></cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=The+Cambridge+Introduction+to+Sanskrit&rft.pages=2&rft.pub=Cambridge+University+Press&rft.date=2017&rft.isbn=978-1-107-08828-3&rft.aulast=Ruppel&rft.aufirst=A.+M.&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DeXQ3DgAAQBAJ%26pg%3DPA2&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-KachruKachru2008-1-49"><a href="#cite_ref-KachruKachru2008-1_49-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAnnamalai2008" class="citation book cs1">Annamalai, E. (2008). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=O2n4sFGDEMYC&pg=PA223">"Contexts of multilingualism"</a>. In Braj B. Kachru; Yamuna Kachru; S. N. Sridhar (eds.). Language in South Asia. Cambridge University Press. pp. 223–. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-139-46550-2" title="Special:BookSources/978-1-139-46550-2"><bdi>978-1-139-46550-2</bdi></a>. <q>Some of the migrated languages ... such as Sanskrit and English, remained primarily as a second language, even though their native speakers were lost. Some native languages like the language of the Indus valley were lost with their speakers, while some linguistic communities shifted their language to one or other of the migrants' languages.</q></cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=Contexts+of+multilingualism&rft.btitle=Language+in+South+Asia&rft.pages=223-&rft.pub=Cambridge+University+Press&rft.date=2008&rft.isbn=978-1-139-46550-2&rft.aulast=Annamalai&rft.aufirst=E.&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DO2n4sFGDEMYC%26pg%3DPA223&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-51"><a href="#cite_ref-51">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.cteindia.org/five-indian-villages-where-sanskrit-is-spoken/">"Five Indian villages where sanskrit is spoken"</a>. 4 August 2024.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Five+Indian+villages+where+sanskrit+is+spoken&rft.date=2024-08-04&rft_id=https%3A%2F%2Fwww.cteindia.org%2Ffive-indian-villages-where-sanskrit-is-spoken%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-52"><a href="#cite_ref-52">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://detechter.com/seven-sanskrit-speaking-villages-in-india/">"Seven Indian villages where people speak in Sanskrit"</a>. 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Retrieved 29 May 2023.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=UCI+News&rft.atitle=Keeping+a+language+alive&rft.date=2018-12-03&rft_id=https%3A%2F%2Fnews.uci.edu%2F2018%2F12%2F03%2Fkeeping-a-language-alive%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-Suwilai-72"><a href="#cite_ref-Suwilai_72-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFPremsrirat" class="citation web cs1">Premsrirat, Suwilai. <a rel="nofollow" class="external text" href="http://www.mekongwatch.org/PDF/Suwilai_Part1.pdf">"Chong Language Revitalization Project"</a> (PDF). Mekong Watch. Mahidol University. Retrieved 22 June 2019.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Mekong+Watch&rft.atitle=Chong+Language+Revitalization+Project&rft.aulast=Premsrirat&rft.aufirst=Suwilai&rft_id=http%3A%2F%2Fwww.mekongwatch.org%2FPDF%2FSuwilai_Part1.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-73"><a href="#cite_ref-73">^</a> Santiago de Pablo, "Lengua e identidad nacional en el País Vasco: Del franquismo a la democracia". In 'Le discours sur les langues d'Espagne : Edition français-espagnol', Christian Lagarde ed, Perpignan: Presses Universitaires de Perpignan, 2009, pp. 53-64, p. 53 </li> <li id="cite_note-74"><a href="#cite_ref-74">^</a> See Jose Carlos Herreras, Actas XVI Congreso AIH. José Carlos HERRERAS. Políticas de normalización lingüística en la España democrática", 2007, p. 2. Reproduced in <a rel="nofollow" class="external free" href="https://cvc.cervantes.es/literatura/aih/pdf/16/aih_16_2_021.pdf">https://cvc.cervantes.es/literatura/aih/pdf/16/aih_16_2_021.pdf</a> </li> <li id="cite_note-75"><a href="#cite_ref-75">^</a> See "Articulo 1, Orden Ministerial Sobre el Registro Civil, 18 de mayo de 1938". Reproduced in Jordi Busquets, "Casi Tres Siglos de Imposicion", 'El Pais' online, 29 April 2001. <a rel="nofollow" class="external free" href="https://elpais.com/diario/2001/04/29/cultura/988495201_850215.html">https://elpais.com/diario/2001/04/29/cultura/988495201_850215.html</a>. </li> <li id="cite_note-76"><a href="#cite_ref-76">^</a> See Communicacion No. 2486, Negociado 4, Excelentisimo Gobierno Civil de Vizcaya, 27 Octubre de 1949". A letter of acknowledgement from the archive of the Alcaldia de Guernica y Lumo, 2 November 2941, is reproduced in <a rel="nofollow" class="external free" href="https://radiorecuperandomemoria.com/2017/05/31/la-prohibicion-del-euskera-en-el-franquismo/">https://radiorecuperandomemoria.com/2017/05/31/la-prohibicion-del-euskera-en-el-franquismo/</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20190420121914/https://radiorecuperandomemoria.com/2017/05/31/la-prohibicion-del-euskera-en-el-franquismo/">Archived</a> 20 April 2019 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a> </li> <li id="cite_note-77"><a href="#cite_ref-77">^</a> See for example the letter from the Military Commander of Las Arenas, Biscay, dated 21 October 1938, acknowledging a fine for the public use of a Basque first name on the streets of Las Arenas, reproduced in <a rel="nofollow" class="external free" href="https://radiorecuperandomemoria.com/2017/05/31/la-prohibicion-del-euskera-en-el-franquismo/">https://radiorecuperandomemoria.com/2017/05/31/la-prohibicion-del-euskera-en-el-franquismo/</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20190420121914/https://radiorecuperandomemoria.com/2017/05/31/la-prohibicion-del-euskera-en-el-franquismo/">Archived</a> 20 April 2019 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a> </li> <li id="cite_note-78"><a href="#cite_ref-78">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.history.com/topics/world-war-ii/francisco-franco">"Francisco Franco"</a>. HISTORY. A&E Television Networks. 9 November 2009.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=HISTORY&rft.atitle=Francisco+Franco&rft.date=2009-11-09&rft_id=https%3A%2F%2Fwww.history.com%2Ftopics%2Fworld-war-ii%2Ffrancisco-franco&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-79"><a href="#cite_ref-79">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAgirrezabal2010" class="citation book cs1">Agirrezabal, Lore (2010). <a rel="nofollow" class="external text" href="https://www.ehu.eus/documents/3120344/3356416/The+Basque+Experience.pdf/85ea53f1-45ff-49c0-b92f-365c7f850cb5?t=1420475539000">The basque experience : some keys to language and identity recovery</a>. Eskoriatza, Gipuzkoa: Garabide Elkartea. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-84-613-6835-8" title="Special:BookSources/978-84-613-6835-8"><bdi>978-84-613-6835-8</bdi></a>. Retrieved 15 July 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=The+basque+experience+%3A+some+keys+to+language+and+identity+recovery&rft.place=Eskoriatza%2C+Gipuzkoa&rft.pub=Garabide+Elkartea&rft.date=2010&rft.isbn=978-84-613-6835-8&rft.aulast=Agirrezabal&rft.aufirst=Lore&rft_id=https%3A%2F%2Fwww.ehu.eus%2Fdocuments%2F3120344%2F3356416%2FThe%2BBasque%2BExperience.pdf%2F85ea53f1-45ff-49c0-b92f-365c7f850cb5%3Ft%3D1420475539000&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-80"><a href="#cite_ref-80">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAlegriaSarasola2017" class="citation book cs1">Alegria, Iñaki; Sarasola, Kepa (2017). <a rel="nofollow" class="external text" href="http://ixa.si.ehu.eus/node/11357">Language technology for language communities: An overview based on our experience. In: FEL XXI : communities in control : learning tools and strategies for multilingual endangered language communities : proceedings of the 21st FEL Conference, 19-21 October 2017</a>. Hungerford, England: Foundation for Endangered Languages. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-9560210-9-0" title="Special:BookSources/978-0-9560210-9-0"><bdi>978-0-9560210-9-0</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Language+technology+for+language+communities%3A+An+overview+based+on+our+experience.+In%3A+FEL+XXI+%3A+communities+in+control+%3A+learning+tools+and+strategies+for+multilingual+endangered+language+communities+%3A+proceedings+of+the+21st+FEL+Conference%2C+19-21+October+2017&rft.place=Hungerford%2C+England&rft.pub=Foundation+for+Endangered+Languages&rft.date=2017&rft.isbn=978-0-9560210-9-0&rft.aulast=Alegria&rft.aufirst=I%C3%B1aki&rft.au=Sarasola%2C+Kepa&rft_id=http%3A%2F%2Fixa.si.ehu.eus%2Fnode%2F11357&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-81"><a href="#cite_ref-81">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFClark1979" class="citation book cs1">Clark, Robert (1979). <a rel="nofollow" class="external text" href="https://archive.org/details/basquesfrancoyea00clar_0">The Basques: the Franco years and beyond</a>. Reno: University of Nevada Press. p. 149. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/0-874-17057-5" title="Special:BookSources/0-874-17057-5"><bdi>0-874-17057-5</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=The+Basques%3A+the+Franco+years+and+beyond&rft.place=Reno&rft.pages=149&rft.pub=University+of+Nevada+Press&rft.date=1979&rft.isbn=0-874-17057-5&rft.aulast=Clark&rft.aufirst=Robert&rft_id=https%3A%2F%2Farchive.org%2Fdetails%2Fbasquesfrancoyea00clar_0&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-basquetribune-82"><a href="#cite_ref-basquetribune_82-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://basquetribune.com/the-basque-language-gains-speakers-but-no-surge-in-usage/">"The Basque Language Gains Speakers, but No Surge in Usage – Basque Tribune"</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=The+Basque+Language+Gains+Speakers%2C+but+No+Surge+in+Usage+%E2%80%93+Basque+Tribune&rft_id=https%3A%2F%2Fbasquetribune.com%2Fthe-basque-language-gains-speakers-but-no-surge-in-usage%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-autogenerated2-83">^ <a href="#cite_ref-autogenerated2_83-0">a</a> <a href="#cite_ref-autogenerated2_83-1">b</a> <a href="#cite_ref-autogenerated2_83-2">c</a> Carnie, Andrew. "Modern Irish: Modern Irish: A Case Study in Language Revival Failure." (1995). </li> <li id="cite_note-84"><a href="#cite_ref-84">^</a> This decline was noted in 2002. <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20131017090003/http://www.ahg.gov.ie/en/20YearStrategyfortheIrishLanguage/Publications/Report%20of%20Coimisi%C3%BAn%20na%20Gaeltachta.pdf">"Report of the Gaeltacht Commission"</a> (PDF). 2002. Archived from <a rel="nofollow" class="external text" href="http://www.ahg.gov.ie/en/20YearStrategyfortheIrishLanguage/Publications/Report%20of%20Coimisi%C3%BAn%20na%20Gaeltachta.pdf">the original</a> (PDF) on 17 October 2013. Retrieved 20 June 2014.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Report+of+the+Gaeltacht+Commission&rft.date=2002&rft_id=http%3A%2F%2Fwww.ahg.gov.ie%2Fen%2F20YearStrategyfortheIrishLanguage%2FPublications%2FReport%2520of%2520Coimisi%25C3%25BAn%2520na%2520Gaeltachta.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-85"><a href="#cite_ref-85">^</a> Gaelscoileanna Teo – Statistics: <a rel="nofollow" class="external free" href="http://www.gaelscoileanna.ie/en/about/statistics/">http://www.gaelscoileanna.ie/en/about/statistics/</a> </li> <li id="cite_note-gaelport-86"><a href="#cite_ref-gaelport_86-0">^</a> <a rel="nofollow" class="external free" href="http://www.gaelport.com/default.aspx?treeid=37&NewsItemID=3726">http://www.gaelport.com/default.aspx?treeid=37&NewsItemID=3726</a>: ‘Schism fears for Gaeilgeoirí,’ Brian Ó Broin, 16 January 2010, The Irish Times. </li> <li id="cite_note-87"><a href="#cite_ref-87">^</a> See the website of TG4: <a rel="nofollow" class="external free" href="http://www.tg4.ie/">http://www.tg4.ie/</a>. </li> <li id="cite_note-88"><a href="#cite_ref-88">^</a> ‘Language and Occupational Status: Linguistic Elitism in the Irish Labour Market,’ The Economic and Social Review, Vol. 40, No. 4, Winter, 2009, pp. 435–460: <a rel="nofollow" class="external free" href="https://ideas.repec.org/a/eso/journl/v40y2009i4p435-460.html">https://ideas.repec.org/a/eso/journl/v40y2009i4p435-460.html</a> </li> <li id="cite_note-89"><a href="#cite_ref-89">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation news cs1"><a rel="nofollow" class="external text" href="https://www.bbc.com/news/uk-scotland-highlands-islands-24281487">"Census shows decline in Gaelic speakers 'slowed'"</a>. <a href="/wiki/BBC_News_Online" title="BBC News Online">BBC News Online</a>. 26 September 2013. Retrieved 23 June 2014.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=BBC+News+Online&rft.atitle=Census+shows+decline+in+Gaelic+speakers+%27slowed%27&rft.date=2013-09-26&rft_id=https%3A%2F%2Fwww.bbc.com%2Fnews%2Fuk-scotland-highlands-islands-24281487&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-90"><a href="#cite_ref-90">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCampsie" class="citation news cs1">Campsie, Alison. <a rel="nofollow" class="external text" href="http://www.scotsman.com/lifestyle/gaelic-speakers-map-where-in-scotland-is-gaelic-thriving-1-3903467">"Gaelic speakers map: Where in Scotland is Gaelic thriving?"</a>. <a href="/wiki/The_Scotsman" title="The Scotsman">The Scotsman</a>. 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Retrieved 30 March 2024.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Vocabulary+course+-+Kodrah+Kristang&rft.date=2017-02-09&rft_id=https%3A%2F%2Fkodrah.kristang.com%2Fkriseh-kristang-vocabulary-course%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-134"><a href="#cite_ref-134">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLlanes-Ortiz2023" class="citation book cs1">Llanes-Ortiz, Genner (2023). "Memrise for Ume Sámi and Kristang". <a rel="nofollow" class="external text" href="https://unesdoc.unesco.org/ark:/48223/pf0000387186">Digital initiatives for indigenous languages</a>. pp. 101–102. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20240329184829/https://unesdoc.unesco.org/ark:/48223/pf0000387186">Archived</a> from the original on 29 March 2024. Retrieved 29 March 2024.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=Memrise+for+Ume+S%C3%A1mi+and+Kristang&rft.btitle=Digital+initiatives+for+indigenous+languages&rft.pages=101-102&rft.date=2023&rft.aulast=Llanes-Ortiz&rft.aufirst=Genner&rft_id=https%3A%2F%2Funesdoc.unesco.org%2Fark%3A%2F48223%2Fpf0000387186&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-Wong_2016-135"><a href="#cite_ref-Wong_2016_135-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFWong" class="citation web cs1">Wong, Kevin Martens. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20161013200854/https://kodrahkristang.files.wordpress.com/2016/07/kaminyu-di-kodramintu-v1.pdf">"Kodrah Kristang Kaminyu di Kodramintu: Kinyang Ngua (The Kristang Language Revitalization Plan, Phase One)"</a> (PDF). Kodrah Kristang. Archived from <a rel="nofollow" class="external text" href="https://kodrahkristang.files.wordpress.com/2016/07/kaminyu-di-kodramintu-v1.pdf">the original</a> (PDF) on 13 October 2016. Retrieved 12 August 2016.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Kodrah+Kristang&rft.atitle=Kodrah+Kristang+Kaminyu+di+Kodramintu%3A+Kinyang+Ngua+%28The+Kristang+Language+Revitalization+Plan%2C+Phase+One%29&rft.aulast=Wong&rft.aufirst=Kevin+Martens&rft_id=https%3A%2F%2Fkodrahkristang.files.wordpress.com%2F2016%2F07%2Fkaminyu-di-kodramintu-v1.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-:3-136">^ <a href="#cite_ref-:3_136-0">a</a> <a href="#cite_ref-:3_136-1">b</a> Sivak, L. et al. (2019) ‘“Language Breathes Life”-Barngarla Community Perspectives on the Wellbeing Impacts of Reclaiming a Dormant Australian Aboriginal Language’, International journal of environmental research and public health, 16(20). doi: 10.3390/ijerph16203918. </li> <li id="cite_note-137"><a href="#cite_ref-137">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.aracy.org.au/publications-resources/command/download_file/id/397/filename/Full_report_-_A_Positive_Sense_of_Identity_and_Culture.pdf">"A positive sense of Identity and Culture"</a> (PDF). ARACY. 26 August 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=ARACY&rft.atitle=A+positive+sense+of+Identity+and+Culture&rft.date=2021-08-26&rft_id=https%3A%2F%2Fwww.aracy.org.au%2Fpublications-resources%2Fcommand%2Fdownload_file%2Fid%2F397%2Ffilename%2FFull_report_-_A_Positive_Sense_of_Identity_and_Culture.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-138"><a href="#cite_ref-138">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.unicef.org.au:80/Our-Work/Information-For-Children/UN-Convention-on-the-Rights-of-the-Child">"United Nations Convention on the Rights of the Children"</a>. <a href="/wiki/UNICEF" title="UNICEF">UNICEF</a>. Retrieved 26 August 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=UNICEF&rft.atitle=United+Nations+Convention+on+the+Rights+of+the+Children&rft_id=http%3A%2F%2Fwww.unicef.org.au%3A80%2FOur-Work%2FInformation-For-Children%2FUN-Convention-on-the-Rights-of-the-Child&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-139"><a href="#cite_ref-139">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFZuckermann2020" class="citation book cs1">Zuckermann, Ghil'ad (18 June 2020). <a rel="nofollow" class="external text" href="https://oxford.universitypressscholarship.com/view/10.1093/oso/9780199812776.001.0001/oso-9780199812776-chapter-9">"9. Our ancestors are happy: language revival and mental health"</a>. Revivalistics: From the Genesis of Israeli to Language Reclamation in Australia and Beyond. <a href="/wiki/Oxford_University_Press" title="Oxford University Press">Oxford University Press</a>. pp. 266–280. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1093%2Foso%2F9780199812776.003.0009">10.1093/oso/9780199812776.003.0009</a>. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-19-981277-6" title="Special:BookSources/978-0-19-981277-6"><bdi>978-0-19-981277-6</bdi></a>. Retrieved 26 August 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=9.+Our+ancestors+are+happy%3A+language+revival+and+mental+health&rft.btitle=Revivalistics%3A+From+the+Genesis+of+Israeli+to+Language+Reclamation+in+Australia+and+Beyond&rft.pages=266-280&rft.pub=Oxford+University+Press&rft.date=2020-06-18&rft_id=info%3Adoi%2F10.1093%2Foso%2F9780199812776.003.0009&rft.isbn=978-0-19-981277-6&rft.aulast=Zuckermann&rft.aufirst=Ghil%27ad&rft_id=https%3A%2F%2Foxford.universitypressscholarship.com%2Fview%2F10.1093%2Foso%2F9780199812776.001.0001%2Foso-9780199812776-chapter-9&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> Abstract only available to non-subscribers. </li> <li id="cite_note-140"><a href="#cite_ref-140">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFRichards2019" class="citation web cs1">Richards, Stephanie (25 October 2019). <a rel="nofollow" class="external text" href="https://indaily.com.au/news/local/2019/10/25/dreadful-decline-in-kaurna-language-teaching/">""Dreadful" decline in Kaurna language teaching"</a>. <a href="/wiki/InDaily" class="mw-redirect" title="InDaily">InDaily</a>. 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Sage Publications, Inc.: 61–68. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3200%2FWAFS.172.2.61-68">10.3200/WAFS.172.2.61-68</a>. <a href="/wiki/ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0043-8200">0043-8200</a>. <a href="/wiki/JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/20671445">20671445</a>. Retrieved 11 February 2024.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=World+Affairs&rft.atitle=The+Cosmopolitan+Tongue%3A+The+Universality+of+English&rft.volume=172&rft.issue=2&rft.pages=61-68&rft.date=2009&rft.issn=0043-8200&rft_id=https%3A%2F%2Fwww.jstor.org%2Fstable%2F20671445%23id-name%3DJSTOR&rft_id=info%3Adoi%2F10.3200%2FWAFS.172.2.61-68&rft.aulast=McWhorter&rft.aufirst=John&rft_id=http%3A%2F%2Fwww.jstor.org%2Fstable%2F20671445&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-143"><a href="#cite_ref-143">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation news cs1"><a rel="nofollow" class="external text" href="https://www.bbc.co.uk/news/magazine-11304255">"Are dying languages worth saving?"</a>. <a href="/wiki/BBC_News" title="BBC News">BBC News</a>. 15 September 2010.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=BBC+News&rft.atitle=Are+dying+languages+worth+saving%3F&rft.date=2010-09-15&rft_id=https%3A%2F%2Fwww.bbc.co.uk%2Fnews%2Fmagazine-11304255&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-144"><a href="#cite_ref-144">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMalik2000" class="citation web cs1">Malik, Kenan (20 November 2000). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20021204090815/http://www.kenanmalik.com/essays/die.html">"Let Them Die"</a>. <a href="/wiki/Prospect_(magazine)" title="Prospect (magazine)">Prospect</a>. Archived from <a rel="nofollow" class="external text" href="http://www.kenanmalik.com/essays/die.html">the original</a> on 4 December 2002.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Prospect&rft.atitle=Let+Them+Die&rft.date=2000-11-20&rft.aulast=Malik&rft.aufirst=Kenan&rft_id=http%3A%2F%2Fwww.kenanmalik.com%2Fessays%2Fdie.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> <li id="cite_note-145"><a href="#cite_ref-145">^</a> Ellis, Peter Berresford. 1985. The Celtic Revolution: A Study in Anti-imperialism. Talybont: Y Lolfa. </li> <li id="cite_note-146"><a href="#cite_ref-146">^</a> Tsunoda, Tasaku. Language Endangerment and Language Revitalization. Berlin: Mouton De Gruyter, 2005. 158-159. Print. </li> <li id="cite_note-147"><a href="#cite_ref-147">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://tatoeba.org/en/stats/sentences_by_language">"Number of sentences per language - Tatoeba"</a>. tatoeba.org. Retrieved 14 November 2022.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=tatoeba.org&rft.atitle=Number+of+sentences+per+language+-+Tatoeba&rft_id=https%3A%2F%2Ftatoeba.org%2Fen%2Fstats%2Fsentences_by_language&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"> </li> </ol></div></div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=53" title="Edit section: Further reading">edit</a>]</div> <ul><li>Grenoble, L. A. and Whaley, L. J. (1998). Endangered Languages: Language Loss and Community Response. Cambridge University Press. (<link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/0-521-59712-9" title="Special:BookSources/0-521-59712-9">0-521-59712-9</a>)</li> <li>Nettle, D. and Romaine, S. (2000). Vanishing Voices. Oxford University Press. (<link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/0-19-515246-8" title="Special:BookSources/0-19-515246-8">0-19-515246-8</a>)</li> <li>Reyhner, J. (ed.) (1999). Revitalizing indigenous languages. Flagstaff, AZ : Northern Arizona University, Center for Excellence in Education. (<link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/0-9670554-0-7" title="Special:BookSources/0-9670554-0-7">0-9670554-0-7</a>)</li> <li>Bastardas-Boada, A. (2019). <a rel="nofollow" class="external text" href="https://diposit.ub.edu/dspace/handle/2445/196101">From language shift to language revitalization and sustainability. A complexity approach to linguistic ecology</a>. Barcelona: Edicions de la Universitat de Barcelona. (<link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-84-9168-316-2" title="Special:BookSources/978-84-9168-316-2">978-84-9168-316-2</a>)</li> <li>James Griffiths (2021). Speak Not: Empire, Identity and the Politics of Language. Bloomsbury. (<link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9781786999665" title="Special:BookSources/9781786999665">9781786999665</a>)</li></ul> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=54" title="Edit section: External links">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1251242444"><table class="box-External_links plainlinks metadata ambox ambox-style ambox-external_links" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/f/f2/Edit-clear.svg/40px-Edit-clear.svg.png" decoding="async" width="40" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/f/f2/Edit-clear.svg/60px-Edit-clear.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/f/f2/Edit-clear.svg/80px-Edit-clear.svg.png 2x" data-file-width="48" data-file-height="48" /></div></td><td class="mbox-text"><div class="mbox-text-span">This article's use of <a href="/wiki/Wikipedia:External_links" title="Wikipedia:External links">external links</a> may not follow Wikipedia's policies or guidelines. Please <a class="external text" href="https://en.wikipedia.org/w/index.php?title=Language_revitalization&action=edit">improve this article</a> by removing <a href="/wiki/Wikipedia:What_Wikipedia_is_not#Wikipedia_is_not_a_mirror_or_a_repository_of_links,_images,_or_media_files" title="Wikipedia:What Wikipedia is not">excessive</a> or <a href="/wiki/Wikipedia:External_links" title="Wikipedia:External links">inappropriate</a> external links, and converting useful links where appropriate into <a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources">footnote references</a>. (January 2017) (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a>)</div></td></tr></tbody></table> <div class="mw-heading mw-heading3"><h3 id="Organizations_2">Organizations</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=55" title="Edit section: Organizations">edit</a>]</div> <ul><li><a rel="nofollow" class="external text" href="https://www.firstlanguages.org.au/">First Languages Australia</a></li> <li><a rel="nofollow" class="external text" href="https://web.archive.org/web/20101012205100/http://travel.nationalgeographic.com/travel/enduring-voices">Enduring Voices Project</a>, <a href="/wiki/National_Geographic_Society" title="National Geographic Society">National Geographic</a></li> <li><a rel="nofollow" class="external text" href="http://www.livingtongues.org/hotspots.html">Living Tongues Institute for Endangered Languages</a></li> <li><a rel="nofollow" class="external text" href="http://www.hrelp.org">Hans Rausing Endangered Languages Project</a></li> <li><a rel="nofollow" class="external text" href="http://www.endangeredlanguages.com/">Google Endangered Languages Project</a></li> <li><a rel="nofollow" class="external text" href="http://www.ddl.ish-lyon.cnrs.fr/colloques/3l_2012/index.asp?Langues=EN&Page=Home">Fourth International 3L Summer School</a></li> <li><a rel="nofollow" class="external text" href="http://www.rnld.org/">Resource Network for Linguistic Diversity</a></li> <li><a rel="nofollow" class="external text" href="http://www.oralliterature.org/">World Oral Literature Project, Voices of Vanishing Worlds</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Canada_2">Canada</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=56" title="Edit section: Canada">edit</a>]</div> <ul><li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://rpm.fm/news/rpm-youtube-playlist-revitalization/">"RPM YouTube Playlist – "Revitalization""</a>. RPM.fm. Retrieved 8 August 2012.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=RPM.fm&rft.atitle=RPM+YouTube+Playlist+%E2%80%93+%22Revitalization%22&rft_id=http%3A%2F%2Frpm.fm%2Fnews%2Frpm-youtube-playlist-revitalization%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"></li></ul> <div class="mw-heading mw-heading3"><h3 id="United_States">United States</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=57" title="Edit section: United States">edit</a>]</div> <ul><li><a href="/wiki/Documenting_Endangered_Languages" title="Documenting Endangered Languages">Documenting Endangered Languages</a>, <a rel="nofollow" class="external text" href="https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=12816&org=BCS">Documenting Endangered Languages (DEL) (Archived program)</a> <a href="/wiki/National_Science_Foundation" title="National Science Foundation">National Science Foundation</a></li> <li><a rel="nofollow" class="external text" href="http://www.saivus.org">Society to Advance Indigenous Vernaculars of the United States</a>, (Savius.org)</li> <li><a rel="nofollow" class="external text" href="https://web.archive.org/web/20171024043330/http://www.uaf.edu/anlc/resources/focus-groups/revitalizationprograms/">Programs Concerned with Alaska Native Language (ANL) Revitalization</a></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20180420081338/http://theyoungancestors.com/TheYoungAncestors/Home.html">"The Young Ancestors, Camino Verite Films"</a>. Archived from <a rel="nofollow" class="external text" href="http://theyoungancestors.com/TheYoungAncestors/Home.html">the original</a> on 20 April 2018. Retrieved 8 August 2012.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=The+Young+Ancestors%2C+Camino+Verite+Films&rft_id=http%3A%2F%2Ftheyoungancestors.com%2FTheYoungAncestors%2FHome.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFStephens2006" class="citation news cs1">Stephens, Patia (2006). <a rel="nofollow" class="external text" href="http://www2.umt.edu/urelations/vision/2007/13language.htm">"Language 911: UM helps rescue fading indigenous voices"</a>. Vision, Research, Scholarship & Innovation, The University of Montana. Retrieved 8 August 2012.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Vision%2C+Research%2C+Scholarship+%26+Innovation%2C+The+University+of+Montana&rft.atitle=Language+911%3A+UM+helps+rescue+fading+indigenous+voices&rft.date=2006&rft.aulast=Stephens&rft.aufirst=Patia&rft_id=http%3A%2F%2Fwww2.umt.edu%2Furelations%2Fvision%2F2007%2F13language.htm&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"></li></ul> <div class="mw-heading mw-heading4"><h4 id="California">California</h4>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=58" title="Edit section: California">edit</a>]</div> <ul><li><a rel="nofollow" class="external text" href="http://aicls.org/">Advocates for Indigenous California Language Survival</a></li> <li><a rel="nofollow" class="external text" href="http://www.ilinative.org/">Indigenous Language Institute</a></li> <li><a rel="nofollow" class="external text" href="http://www.liveyourlanguagealliance.org/">Live Your Language Alliance (LYLA)</a> "It is the desire of the Live Your Language Alliance to hear and speak the traditional languages of the <a href="/wiki/Tolowa_language" title="Tolowa language">Tolowa</a>, <a href="/wiki/Karuk_language" title="Karuk language">Karuk</a>, <a href="/wiki/Yurok_language" title="Yurok language">Yurok</a>, <a href="/wiki/Hupa_language" title="Hupa language">Hupa</a>, <a href="/wiki/Tsnungwe" title="Tsnungwe">Tsnungwe</a>, <a href="/wiki/Wiyot_language" title="Wiyot language">Wiyot</a>, <a href="/wiki/Mattole" title="Mattole">Mattole</a>, and <a href="/wiki/Eel_River_Athapaskan_peoples" title="Eel River Athapaskan peoples">Wailaki</a>."</li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAgha2012" class="citation news cs1">Agha, Marisa (18 March 2012). <a rel="nofollow" class="external text" href="http://www.csusm.edu/air/NewsArticles/2012_articles/language_preservation_helps_american_indian_students_stick_with_college.pdf">"Language preservation helps American Indian students stick with college"</a> (PDF). <a href="/wiki/The_Sacramento_Bee" title="The Sacramento Bee">The Sacramento Bee</a>. Retrieved 8 August 2012.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=The+Sacramento+Bee&rft.atitle=Language+preservation+helps+American+Indian+students+stick+with+college&rft.date=2012-03-18&rft.aulast=Agha&rft.aufirst=Marisa&rft_id=http%3A%2F%2Fwww.csusm.edu%2Fair%2FNewsArticles%2F2012_articles%2Flanguage_preservation_helps_american_indian_students_stick_with_college.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ALanguage+revitalization" class="Z3988"></li></ul> <div class="mw-heading mw-heading3"><h3 id="Technologies">Technologies</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=59" title="Edit section: Technologies">edit</a>]</div> <ul><li><a rel="nofollow" class="external text" href="https://www.youtube.com/watch?v=uwLNc-QFUlE&list=UUQElH-OXARO_PycfKd6HPUg&index=1&feature=plcp">Recording your elder/Native speaker</a>, practical vocal recording tips for non-professionals</li> <li><a rel="nofollow" class="external text" href="https://www.youtube.com/watch?v=qAUgc5hHAHU&list=UUQElH-OXARO_PycfKd6HPUg&index=9&feature=plcp">Learning indigenous languages on Nintendo</a></li> <li><a rel="nofollow" class="external text" href="http://www.altalang.com/beyond-words/2012/03/26/texting-endangered-languages/">Texting endangered languages</a></li> <li><a rel="nofollow" class="external text" href="http://www.firstvoices.com/en/apps">First Nations endangered languages chat applications</a></li> <li><a rel="nofollow" class="external text" href="http://www.mpi.nl/DOBES/dobesprogramme/">DOBES Documentation of Endangered Languages</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Techniques">Techniques</h3>[<a href="/w/index.php?title=Language_revitalization&action=edit&section=60" title="Edit section: Techniques">edit</a>]</div> <ul><li><a rel="nofollow" class="external text" href="https://web.archive.org/web/20121128011323/http://www.kawaiisu.org/KLCC_service.html">Kawaiisu Language and Cultural Center training</a><a href="/wiki/Template:Usurped/doc" title="Template:Usurped/doc">[usurped]</a></li> <li><a rel="nofollow" class="external text" href="http://aicls.org/">Pointers on How to Learn Your Language</a> (scroll to link on page)</li> <li><a rel="nofollow" class="external text" href="https://web.archive.org/web/20160306100131/http://www.aicls.org/breathoflife/talks.php">Do-it-yourself grammar and reading in your language</a>, Breath of Life 2010 presentations</li> <li><a rel="nofollow" class="external text" href="http://www.languagehunters.org/">Language Hunters</a></li> <li><a rel="nofollow" class="external text" href="http://www.whereareyourkeys.org/">Where Are Your Keys</a></li> <li><a rel="nofollow" class="external text" href="http://www.lostwordsdocumentary.com/">Lost Words - The Documentary</a>, covers Dr. Stephen Greymorning's Accelerated Second Language Learning</li></ul> <div class="navbox-styles"><style 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