Abstract
One strategy used by Indigenous communities to revitalize their languages is the Mentor-Apprentice Program (MAP), a method introduced in the 1990s in California and now increasingly popular across North America. Using the MAP approach, adult language learners (known as apprentices) and proficient speakers (known as mentors) create their own oral language-immersive context through daily activities, cultural practices, and community involvement. In this chapter, we present the outcomes from a research partnership between W̲ SANEĆ School Board/Saanich Adult Education Centre (W̲ SB), First Peoples’ Cultural Council (FPCC) and the University of Victoria (UVIC) examining outcomes of adult language learning through the MAP approach. The community partners are leaders with considerable expertise and experience in Indigenous language revitalization, and in particular with adult language learning through Mentor-Apprentice style programming. Our collaborative case study focused on MAP over three years in two adult Indigenous language learning contexts in British Columbia. We learned that MAP positively impacted language learning, although greater opportunities and support are needed. MAP participants reported acquiring skills beyond reclaiming or teaching their languages, which in turn benefited their confidence and wellbeing, generated occupational opportunities, and strengthened their communities. We recommend increased supports for MAP to address observed challenges and to further expand on successes achieved to date.
