The transformative praxis of Indigenous language revitalization and reclamation educators & L1-based bi-/multilingual educators based on Senegal’s national bilingual education reform and Māori revitalization efforts

Abstract

Proponents of education for Indigenous language revitalization and reclamation (ELR2) and first language (L1) based bi-/multilingual educators have countless times advocated against dominant monolingual educational policies and practices. This chapter showcases the transformative praxis found in both L1-based bi-/multilingual and Indigenous language revitalization educators, as a decolonial orientation and practice to ensure that learners learn in a language of their communities. It compares Senegal’s national L1-based bilingual education reform efforts with the Māori revitalization case. The chapter also discusses the relationship between L1- based bi-/multilingual education and Indigenous language revitalization and reclamation.