1. Arctic Languages Perspectives May 27, 2015 Hishinlai’ Peter (Kathy R. Sikorski) University of Alaska Fairbanks

2. Tromsø, Norway – 2008 Recommendations * Reinforce importance of Arctic Indigenous languages holistically * Lead and facilitate activities to strengthen Indigenous language use across the Arctic * Assessment across Arctic languages - Data on current status of Arctic Indigenous languages *Create language learning opportunities that involve youth

3. Ottawa, Canada – 2012 Committee Recommendations Three committees: * Indigenous Language Policies and Planning * Status of Arctic Indigenous Languages * Language Acquisition

4. Indigenous Language Policies and Planning Perspective (1) Only one policy reported (2) More policies and ideas needed

5. Aleut Status of Arctic Indigenous Languages * Grassroots efforts * Developing “Where Are Your Keys?” (WAYK) * Collaboration with regional non-profit organization * Intensive summer programs – language resources * Alaska Native Language Archives – teaching, dictionary

6. Gwich’in * Immersion camps * Booklets * Language nests, plus booklets * Resource library cataloging * Master-Apprentice * Teacher training * Conferences: Videos of elders

7. Other Athabascan * Online dictionary, and language lessons * iTunes App * Story Books - cultural activities * Orthography Book * Alaska Native Language Archives – various groups

8. Inuit/Yupik * Alaska: ANLC book list Language Nest (Barrow) Immersion School (Kotzebue) * Canada: Media Dictionary, print material Apps Language Learning Website

9. RAIPON * Videos * Online dictionary * Orthography, Grammar, Phonology * Phrase books

10. Saami * Online lessons, dictionaries * Grammars * Word bank * Youth – “Speak Saami to me” * Educational resources

11. Status of Indigenous Languages Perspectives (1) Pockets of efforts being done (2) Need to collaborate and share

12. Language Acquisition/Teaching (1) Develop an aggressive curriculum and language lessons that engage students through appropriate culture (2) Supply teacher training that uses known methods of SLA, such as “Communicative Competence” (Canale & Swain, 1980) or SCT (interaction through social context)