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Source Evaluation - 2019: The International Year of Indigenous Languages
Who is this publication directed to?


 * The UNESCO Courier is targeted toward an international audience. It is published in the UNESCO official languages (Published in Arabic, Chinese, English, French, Russian, and Spanish), and additionally in Portuguese, Esperanto, and Sardinian.
 * Available through Open Access

What main topics or themes does the publication cover?


 * Indigenous Languages
 * Threatened languages & cultures due to colonization and state policies
 * Knowledge Preservation
 * Cultural Identity
 * The impact of climate change on indigenous languages
 * Indigenous Knowledge of climate and climate change
 * Teaching youth their indigenous language and culture, youth development (11-12) (Connected Learning?)

Article Evaluation: Language revitalization
Under Specific Examples section, the given examples of revitalized or partially-revitalized languages should be moved under their respective region heading.

The examples of literary languages could have their own heading under this section.


 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?
 * One of the first citations seems questionable. It is a webpage from an organization that advocates and supports American Indian language revitalization: Laura Redish (2001), ‘Native Languages of the Americas: Endangered Language Revitalization and Revival’. http://www.native-languages.org/revive.htm
 * Is any information out of date? Is anything missing that could be added?
 * UNESCO could be added to the list of related organizations
 * There are many statements that seem to be missing citations
 * What did I read about in my UNESCO publication that is missing from this topic?
 * More case studies would be beneficial under the North America and South America sections
 * A section of "Revitalization Efforts" could help clean up the "Specific Examples" section

Current Revitalization Efforts
Language revitalization efforts are ongoing around the world. Revitalization teams are utilizing modern technologies to increase contact with indigenous languages and to record traditional knowledge.

In Mexico, the Mixtec people's language heavily revolves around the interaction between climate, nature, and what it means for their livelihood. UNESCO's LINKS (Local and Indigenous Knowledge) program recently underwent a project to create a glossary of Mixtec terms and phrases related to climate. UNESCO believes that the Traditional knowledge of the Mixtec people via their deep connection with weather phenomena can provide insight on ways to address climate change.Their intention in creating the glossary is to "facilitate discussions between experts and the holders of traditional knowledge".

In Canada, the Wapikoni Mobile project travels to indigenous communities and provides lessons in film making. Program leaders travel across Canada with mobile audiovisual production units, and aims to provide indigenous youth with a way to connect with their culture through a film topic of their choosing. The Wapikona project submits its films to events around the world as an attempt to spread knowledge of indigenous culture and language.

Of the youth in Rapa Nui (Easter Island), ten percent learn their mother language. The rest of the community has adopted Spanish in order to communicate with the outside world and support its tourism industry. Through a collaboration between UNESCO and the Chilean Corporación Nacional de Desarrollo Indigena, the Department of Rapa Nui Language and Culture at the Lorenzo Baeza Vega School was created. Since 1990, the department has created primary education texts in the Rapa Nui langauge. In 2017, the Nid Rapa Nui, a Non-governmental organization was also created with the goal of establishing a school that teaches courses entirely in Rapa Nui.