Language vitality in and out of school in a remote indigenous Australian context

All too often it is assumed that Indigenous language learning should take place in the classroom. But such assumptions do not consider the socio-cultural aspects of language acquisition, particularly in settings where the Indigenous mother tongue is still the fi rst language. In this chapter, Inge Kral and Elizabeth Marrkilyi Ellis draw on their experience as language educators and researchers to consider language vitality in and out of school in a remote Indigenous Australian context. They consider the history of language pedagogy in the ‘Ngaanyatjarra Lands’ desert region of Western Australia and critically reflect on language education policy locally and nationally. Highlighted in this chapter is the effect of changing modes of communication in the Western Desert and the impact on oral traditions. Addressed also is the ensuing erosion of culturally relevant traditional roles and the language practices that underpin social organization. Kral and Ellis argue that in the quest to maintain language vitality and ensure intergenerational language transmission, everyday language policies and practices are urgently required. Such community-based language maintenance strategies would include language use through digital communication technologies and social media.