A World of Indigenous Languages: Rights, Access, and Education Convenors: Gillian Wigglesworth, University of Melbourne, Australia Teresa McCarty, University of California, Los Angeles, USA Presenters: Barbra A. Meek, University of Michigan, USA Serafin M. Coronel-Molina, Indiana University, USA Pem Bird, Ngā Kura ā Iwi o Aotearoa Te Waimatao Murphy, Ngā Kura ā Iwi o Aotearoa Cath Rau, Ngā Kura ā Iwi o Aotearoa Jaky Troy, Australian Institute for Aboriginal and Torres Strait Islander Studies, Australia Michael Walsh, Australian Institute for Aboriginal and Torres Strait Islander Studies, Australia Inge Kral, Australian National University, Australia Elizabeth Marrkilyi Ellis, Ngaatjatjarra Educator and Researcher, Australia Mary Hermes, University of Minnesota, USA Kendall King, University of Minnesota, USA Sheilah Nicholas, University of Arizona, USA Abstract: Most Indigenous languages are highly endangered as a consequence of the marginalization of their speakers. Focusing on Canada, the USA, Australia, South America, and New Zealand, this symposium showcases the efforts of Indigenous communities to maintain and revitalize their languages through language planning and policymaking inside and outside of schools. Configuring Language(s) and Speakers: The History and Politics of Aboriginal Language Rights in the Yukon, Canada Barbra A. Meek, University of Michigan, USA Language politics often align with conventional conceptions of difference. This paper examines the politics of difference in Canada, where indigenous peoples and languages are pitted against economically and politically dominant ones. I focus especially on the changing socio-political landscape for aboriginal languages in the Yukon Territory since the 1800s. Can Indigenous Languages Be Intellectualized? Serafin M. Coronel-Molina, Indiana University, USA This presentation addresses the feasibility of intellectualization of Indigenous languages of the Americas, and will focus particularly on why it is important to attempt intellectualization, how it can be done, and by whom. Brief examples of some current efforts underway will be included, as well as the results. Ngā Kura ā Iwi o Aotearoa – For us, By Us, Our Way Pem Bird, Ngā Kura ā Iwi o Aotearoa; Te Waimatao Murphy, Ngā Kura ā Iwi o Aotearoa; and Cath Rau, Ngā Kura ā Iwi o Aotearoa ‘Culturalcy’ is a term coined by Ngā Kura ā Iwi o Aotearoa, an organization of tribal (iwi) schools committed to realising tribal aspirations in education. The achievement of learners in tribal schools outstrips the achievement of all other learners in Aotearoa/New Zealand, a result attributed to the focus on culturalcy. Delivering Australian Indigenous Languages in Schools: No Achievements without a Challenge Jaky Troy, Australian Institute for Aboriginal and Torres Strait Islander Studies, Australia and Michael Walsh, Australian Institute for Aboriginal and Torres Strait Islander Studies, Australia This paper reports on some of the issues that have arisen in the process of developing a curriculum framework which can accommodate a wide range of Australian language ecologies. These include currently spoken languages and languages undergoing revival, and discusses who should learn them, where they might be taught, and by whom. Indigenous Language Learning and Teaching in a Remote Indigenous Australian Context: The Rhetoric and the Reality Inge Kral, Australian National University, Australia and Elizabeth Marrkilyi Ellis, Ngaatjatjarra Educator and Researcher, Australia The authors reflect on Indigenous language learning and teaching in instructional settings in the Ngaanyatjarra Lands, Western Australia, contrasting this with an emerging reality in which youth engaging with social media and digital technologies seek written communicative competence with minimal language learning support. Mediating Tradition and Modernity: Hopi Cultural and Linguistic Identity Construction in Contemporary Linguistic Ecologies Mary Hermes, University of Minnesota, USA and Kendall King, University of Minnesota, USA Ojibwe is endangered in the US and Canada. We address two questions: (1) How might archived conversational recordings be utilized to develop pedagogical tools that promote interaction? (2) What developmental sequences can be identified for Ojibwe verb sequences? This research responds to grammar-driven methods used in institutions, searching for more effective means to language acquisition. “How Hopi Are You?”: Hopi Cultural and Linguistic Identity Construction in Contemporary Linguistic Ecologies” Sheilah Nicholas, University of Arizona, Australia In the context of sociocultural and sociolinguistic change, the case study findings of three contemporary Hopi youth focusing on the role of the Hopi language in their identity formation process illustrate how language learning and shift are divergently shaped by the context in which one learns and uses the language.