Ari Sherris
Ari is a Professor of Bilingual Education at Texas A&M University-Kingsville. During the 2015-16 academic year, he was a J. William Fulbright Scholar at the University of Education, Winneba, Ghana. During June 2019, Ari was a distinguished guest researcher at the University of South Africa. He holds a PhD in Second Language Development, an MA in Applied Linguistics, and a BA in the Humanities. He is certified as an EFL and ESL teacher as well as a School Principal. Ari's research and language revitalization interests include Mikasuki, Salish Ql'ispe (aka Salish-Pend d'Oreille, Montana Salish, and Flathead Salish) and Safaliba. His ethnographic work documents situated practice in grassroots policy initiatives and school-based activism among the Safaliba in rural Ghana. His language documentation includes conceptual metaphors and formulaic language in Salish Ql'ispe and Safaliba. He also explores applications of task-based language teaching in the pedagogy of revitalization. His practitioner papers analyze integrated content and language instruction, academic English instruction for graduate students, and asset-based coaching for and by language teachers (e.g., peer coaching, critical friending in educational contexts). Ari has planned and facilitated language and literacy workshops and lectures, as well as curriculum development, in Ghana, Israel, Italy, Saudi Arabia, South Africa, Sweden, Thailand, and the USA. As a private person, Ari travels to the Israeli occupied West Bank of the Jordan river where he documents Israeli settlers who engage in violence, agricultural theft, intimidation, and threats. Ari's videos, notes, and presence support a coalition of non-government organizations working in solidarity with Palestinian communities in the Jordan Valley to prevent the destruction of Palestinian villages and to prevent the displacement of Bedouins. Ari's international community service to Palestinian rights align with international law and the Geneva Convention.
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Review:
Set against a background of social justice and linguistic human rights, the case studies in this book richly illustrate the educational and community efforts being made towards language sustainability and revitalization in places around the world where languages are regarded as of marginalized status. The chapters explore old and new strategies for reclaiming languages, the challenges that are encountered, and the resilience of those who choose to engage in such work.- Keren Rice, University of Toronto, Canada
This book showcases innovative and inspiring, community-based revitalization efforts, illustrating how the strengthening of language and culture goes hand-in-hand with individual and community self-empowerment. Precisely this combination, the authors convincingly show, paves the road to success, even against seemingly overwhelming odds.- Leena Huss, Uppsala University, Sweden
This book is a breath of fresh air in the endangered language and revitalization literature. It celebrates achievements of Indigenous and minoritized schools in creating safe places for language use and fostering new generations of speakers over time. Each case study provides usable information on how teachers and allies got the insurmountable done.- Mary S. Linn, Smithsonian Center for Folklife and Cultural Heritage, USA
https://www.routledge.com/Teaching-Writing-to-Children-in-Indigenous-Languages-Instructional-Practices/Sherris-Peyton/p/book/9781138485358
The Mikasuki language, the focus of this discussion of policy, is just one of a number of critically endangered languages spoken by indigenous US communities with dwindling numbers of first language speakers. According to Ethnologue (Lewis, Simons, & Fennig, 2013), Mikasuki is the dominant language in 4 Seminole reservations located in Big Cypress, Immokalee, Hollywood, and Tampa in Florida, the southeastern most state in the United States. The 2010 US census reported 190 remaining Mikasuki speakers (US Census, 2010). . . .
Keywords: complementary education program, Ghanaian education, language maintenance, mother tongue education
Review:
Set against a background of social justice and linguistic human rights, the case studies in this book richly illustrate the educational and community efforts being made towards language sustainability and revitalization in places around the world where languages are regarded as of marginalized status. The chapters explore old and new strategies for reclaiming languages, the challenges that are encountered, and the resilience of those who choose to engage in such work.- Keren Rice, University of Toronto, Canada
This book showcases innovative and inspiring, community-based revitalization efforts, illustrating how the strengthening of language and culture goes hand-in-hand with individual and community self-empowerment. Precisely this combination, the authors convincingly show, paves the road to success, even against seemingly overwhelming odds.- Leena Huss, Uppsala University, Sweden
This book is a breath of fresh air in the endangered language and revitalization literature. It celebrates achievements of Indigenous and minoritized schools in creating safe places for language use and fostering new generations of speakers over time. Each case study provides usable information on how teachers and allies got the insurmountable done.- Mary S. Linn, Smithsonian Center for Folklife and Cultural Heritage, USA
https://www.routledge.com/Teaching-Writing-to-Children-in-Indigenous-Languages-Instructional-Practices/Sherris-Peyton/p/book/9781138485358
The Mikasuki language, the focus of this discussion of policy, is just one of a number of critically endangered languages spoken by indigenous US communities with dwindling numbers of first language speakers. According to Ethnologue (Lewis, Simons, & Fennig, 2013), Mikasuki is the dominant language in 4 Seminole reservations located in Big Cypress, Immokalee, Hollywood, and Tampa in Florida, the southeastern most state in the United States. The 2010 US census reported 190 remaining Mikasuki speakers (US Census, 2010). . . .
Keywords: complementary education program, Ghanaian education, language maintenance, mother tongue education
https://academic.oup.com/applij/advance-article-abstract/doi/10.1093/applin/amz042/5555442?redirectedFrom=fulltext