The 20th Stabilizing Indigenous Languages Symposium is being held at Northern Arizona University under the title the Indigenous Languages & Education Conference. It will run concurrently with the 4th American Indian/Indigenous Teacher Education Conference. Program information is available.
I just finished reading Barbara Meek's book We are our language [Meek, B. A. (2010). We are our language: An ethnography of language revitalization in a northern Athabaskan community. Tucson, AZ: The University of Arizona Press.] It was a sobering read because I came into it expecting to hear an uplifting account of how a community dedicated to its language and culture succeeded in putting together a vital and effective revitalization program.
Barbara Meek's book on language revitalization in the Kaska community in the Yukon draws a picture that puts some important concerns on the table regarding how language revitalization programs actually work out for all the parties involved. These parties include most importantly the Native community, but also affect the political establishment, language support people, and the local non-Native community. Meek describes the history of the Kaska revitalization effort, which consists of an adult language program and a program for school age kids carried out in the schools.
Teaching Indigenous Languages is an Internet portal dealing with all aspects of teaching American Native languages. It includes information on teacher preparation and professional development, curriculum development, teaching methods, instructional strategies, and so on. The wide scope of information available on the site makes it probably the most comprehensive web site dealing with the topic of Indian education as it concerns and involves Native languages.
Back in the 1970s the spirit for language revitalziation got a boost. The government modified the Bilingual Education Act originally passed in 1968 and specifically made funds through the law available for Native American kids who were English dominant. It also provided for the maintenance of children's native languages through the educational system. The law reasoned that Native American kids, even though they might be English dominant, were growing up in a cultural tradition that reflected the use of a heritage language spoken by earlier generations.