This chapter considers practices of Indigenous language singing in the place now known as Australia, framing it as both an overt act of resistance to settler-colonisation and key to the maintenance of reciprocal Indigenous relationships with landscapes. In response to deliberate and sustained government attempts to diminish the use of hundreds of Indigenous languages, song has emerged as core to Indigenous language revitalization efforts. Renewed interest in Indigenous songs has also motivated increasing numbers of Indigenous community-directed ethnomusicology studies involving the repatriation of audio recordings. In describing the dynamic intersection of popular music and Indigenous song forms since the mid twentieth century, this chapter draws links to longstanding Indigenous practices of sharing songs across vast geographic and cultural boundaries. Discussing the inherent complexity of revitalizing, maintaining, and innovating within Indigenous traditions, the authors emphasise the relational nature of song and the inherent responsibilities singers carry.

Far from being cut-down versions of the adult form, children’s dictionaries constitute a distinct genre with their own history and methodology. The chapter charts the development of children’s dictionaries, from Renaissance bilingual dictionaries to the present day, showing how they have evolved to reflect changing perceptions of childhood. It discusses the bewildering range of dictionaries now available for children as they progress from ABCs and picture dictionaries to those for school use and creative writing, including innovative subgenres based on fictional worlds and dictionaries supporting language revitalisation. Drawing on historical and contemporary examples, the chapter explores content and page design adapted to engage young readers. It considers how lexicographers aim to reflect the world as experienced by children, from the selection of headwords to the framing of definitions, using dedicated corpora and reading programmes. The tension between descriptive and prescriptive approaches is often acute in children’s dictionaries, for example over the inclusion of slang and taboo words, and lexicographers aim to balance young dictionary users’ needs against adult perceptions of what a children’s dictionary is for.

The term revitalization presupposes that something is in danger or threatened – as a consequence, language revitalization is often seen as a response to language endangerment and as a way of undoing past injustices. While revitalization processes take place in the present, such processes follow long timescales and are deeply embedded in local historical contexts. Language revitalization may be experienced as positive and emancipatory, but the process can also be difficult because those attempting to reclaim their language may have to face hurts of the past, which have been passed down through generations and have consequences today. An analysis of current efforts to revitalize Kven and Sámi languages in Northern Norway sheds light on such inherent tensions in revitalization processes, concluding that it is essential to recognize tensions and contradictory forces exerted on the individuals who attempt to reclaim their language and to support them on their language journey.

This chapter investigates the identities and motivations of learners of small, endangered and minoritized heritage languages, especially adults. Our case studies are from two contexts which have both similarities and contrasts: Guernesiais, a small, highly endangered language in Guernsey, Channel Islands; and Māori, a larger minoritized language spoken in New Zealand. We compare and contrast our findings with regard to salient factors that emerge as adults decide to learn these languages: motivation, identity construction and empowerment. Established frameworks of motivation and identity did not to match our contexts and emerging findings. Many interviewees reported being motivated by a desire to reconnect with roots, or to reclaim elements of their identity or culture which they feel have been denied to them. Our new speakers of minoritized languages actively seek revitalization through language as an enrichment of their individual or group identity, rather than profit- or prestige-related orientations, or lofty yet vague aspirations to ‘save the language’. The concept of muda, or ‘act of identity’ as a pivotal stage in learning a new language, is especially salient to our findings.

The sociolinguistic situation of the Channel Islands has meant that English has been spoken there alongside the native language, Norman, for several centuries, albeit in a diglossic relationship, with English assuming “High” functions (administration, legislation, education, media, and so forth) and Norman “Low” functions (familiar discourse with family and friends). The fact that, today, all speakers of the three extant varieties of Insular Norman (Jèrriais, Guernesiais, and Sercquiais) are also fluent in English has had far-reaching linguistic consequences in that the Norman spoken in the Channel Islands has diverged from the varieties spoken on the French mainland, and distinctive local varieties of Channel Island English have developed. Based on original data, this chapter provides an overview of the sociolinguistic setting that gave rise to this language contact and discusses some representative examples of contact-induced influence in the lexis, phonology, and morphosyntax of both Channel Island Norman and Channel Island English.

This provides an overview of trends in heritage language research focusing on Aotearoa New Zealand and Australia. Each country has its own history of colonization, historical and contemporary policies affecting heritage language transmission, and current areas of interest and concern, and these are explored at the beginning of each country’s respective section as necessary contextual background. Then, the past and current research trends for heritage languages in Aotearoa New Zealand and Australia, respectively, are presented. This discussion, situated alongside a broad definition of “heritage languages,” includes both native and immigrant languages in each of the two countries. Aotearoa New Zealand’s more than 160 languages and Australia’s more than 360 languages are acknowledged and broadly discussed. Similarities and differences in research across heritage language groups (e.g., te reo Māori, New Zealand Sign Language, Pasifika languages, Aboriginal languages, Torres Strait Islander languages, and immigrant languages) and across countries are presented, revealing which areas have been focused on as well as areas in need of future research.

This book is for anyone interested in stopping local languages from falling into disuse. It provides practical guidance on how to approach and plan language revitalization. It is for community members and language activists, as well as educators, students and academics interested in developing fair and non-patronizing ways of responding to communities’ initiatives and needs. The book stresses that there is no ‘one-size-fits-all’ solution and that every language situation is different. It presents case studies and examples of language revitalization in a broad range of contexts. The book is practitioner-oriented and aims to provide multiple perspectives on approaches and issues to consider when planning language revitalization. Founded in the profound respect the authors have developed for different knowledge systems and approaches, it aims not only to decolonize research and practices in language revitalization contexts, but also to help develop more effective language revitalization strategies. By encouraging critical discussions about new ideas and real situations, the intention is to provide readers with the tools they need to make their own decisions.