ABSTRACT
Schooling has played a key role in creating linguistic hierarchies and causing language endangerment; however, schools may also be used to counteract these trends. Drawing on examples from around the world, this chapter explores the possibilities and limitations of school-based language revitalization programs. Challenges include low social prestige of a language, limited institutional or political support, few curricular materials, few teacher-training opportunities, and conflict about which spoken and written language variety(ies) to use in school. Potential benefits are destigmatization and increased acquisition of endangered languages, consensus-building around writing norms, and fostering of inclusive speech communities. While schools alone cannot change the global conditions of language endangerment, factors supporting positive school-based language revitalization outcomes include (1) expansion of policies recognizing and promoting Indigenous languages in school and society; (2) participation of non-school actors with school actors; (3) use of culturally responsive, critical pedagogies; and (4) shifts in ideologies about Indigenous languages.
