Language Revitalization en La Casa: Reclaiming Mexicano

• In Event: Advancing Ancestral Knowledge Systems as a Conceptual Framework to Decolonize Research Methodologies in Arizona

Abstract

Objective
Language loss is occurring globally and every day a language is slowly disappearing from our land. For every language that is lost, a piece of knowledge is destroyed and it is taken away. Efforts for language revitalization are present in different communities and are successful in restoring their knowledges and languages such as the Maori and Hawaiian people (Warner, 2001; Wilson & Kamana, 2001). Although their efforts are strong, it is a long and difficult process to reverse language shift.

The objective of this paper is to present an auto-ethnographic study of language reclamation within a family. The author describes language learning and revitalization while negotiating her positionality within her family and personal life. Her parents are native speakers of Nahuatl often refer to Mexicano (Hill & Hill, 1986). Although her parents are fluent speakers of the language they deliberately chose not transfer the language to their children (Kroskrity & Field, 2009) due to passed down language ideologies (Spolsky, 2004). The author critically reflects and unravels years of internal colonization to reclaim her language through a sociocultural and auto-ethnographic lens. The author further discussed language learning outside a traditional educational institution, by native speakers (parents) at the center to language learning in a home.

Theoretical framework
Drawing on AKS (Authors 1-4, under review) conceptual framework through a sociocultural perspective (McCarty, 2011) and auto-ethnographic lens of language planning this study examines language reclamation while the researcher’s positionality and reflexivity is at the center. The analysis is broken into three parts: researcher’s positionality, language learning through meaningful sociocultural practices (Hinton, 2001) and decolonizing language ideologies.

Modes of inquiry
The central question of the paper is What are the past down language ideologies within and across generations in this family setting and how does language shift and language revitalization come into play? The author used auto-ethnography and critical reflexivity along her study and journey to reclaim her language.

Data sources
The author collected a year-long of fieldnotes and audio recordings from their weekly language class, along with personal reflection journal and informal interviews/conversations with her parents.

Results or substantial conclusions
The researcher peeled layers of passed down generational language ideologies and internal colonization within her personal life as well as it pertains to her relationship with her parents. The weekly language class provided insightful learning and re-discovering and re-negotiating one’s identity. Hidden internalized colonization ideologies surfaced amongst the author’s family as they continued language learning and teaching. Thus sparked dialogue on how to preserve ancestral language and knowledges within the home.

Scholarly significance of study
This study contributes to the larger field of language revitalization and education. It demonstrates the importance of language learning in the homes. Hinton & Hale (2001) shares three characteristics in order to make a language revitalization program successful: persistence, sustainability, and honesty. Through socio-cultural practices language is transferred along with ancestral knowledge learning. The study suggests the need of native speakers to transfer their language in everyday practices within their homes.

Author

• Rosalva Mojica Lagunas, Arizona State University - Tempe