Résumés
Abstract
Advanced adult Indigenous language speakers are essential in Indigenous language revitalization (ILR). As first language speakers age and pass away, communities increasingly depend on adults with high proficiency to carry the language forward (Fishman, 1991; Hinton, 2011; W.H. Wilson, 2018). Yet, few studies in ILR focus on adult learners, and fewer still on adults working on advanced proficiency. Similarly, in the field of applied linguistics (AL), minimal attention has been given to strategies for advanced language learning, and less still to Indigenous language learning (Daniels & Sterzuk, 2022; McIvor, 2020). This paper presents the results of a study aimed at understanding how adult Indigenous language learners have achieved advanced proficiency, including cases where there are few or no first language speakers to rely on for mentorship. It presents specific strategies and techniques that participants implemented to successfully progress to advanced proficiency. Insights from this context are shared to further understandings of, and possibilities for, greater connections between AL and ILR.
Keywords:
- Indigenous language revitalization,
- additional language learning,
- adult language learning,
- advanced language learning,
- advanced proficiency
Résumé
Les locuteurs d’une langue autochtone de niveau avancé sont indispensables dans le domaine de revitalisation des langues autochtones (RLA). Les personnes dont la langue maternelle est une langue autochtone sont en train de vieillir et mourrir; forçant une dépendance aux adultes de compétence profonde à faire avancer leur langue (Fishman, 1991; Hinton, 2011; W.H. Wilson, 2018). Peu d’études dans le domaine de RLA toutefois se concentrent sur les apprenants adultes et encore moins d’études se concentrent sur les adultes qui travaillent sur une compétence profonde. De même, dans le domaine de la linguistique appliquée (LA), une attention minime est accordée aux stratégies ciblés à l’apprentissage avancé du langage et encore moins d’attention sur l’apprentissage des langues autochtones (Daniels & Sterzuk, 2022; McIvor, 2020). Cet article présente les résultats d’une étude ciblée à la comprehension de la façon dont les apprenants adultes des langues autochtones ont acquis une competence profonde, incluant des cas où les apprenants manquaient presque toute guidance parce qu’il y en a peu, voire aucun locuteur de langue maternelle autochtone sur lesquelles ils pouvaient compter. Cet article présente les stratégies et techniques menées par les participants pour réussir à atteindre une compétence profonde. On partage les aperçus de ce context afin d’explorer davantage la compréhension et les possibilités d’un lien plus profond entre LA et RLA.
Parties annexes
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