Book Review:Endangered Languages: Language Loss and Community Response Lenore A. Grenoble, Lindsay J. Whaley. Yamamoto, A. Y Volume 65 , 1999. abstract bibtex The theme of this book is "the phenomenon of language death, and how various communities have responded and are responding to it" (p. vii). The book is organized in four parts: part 1, "General Issues"; part 2, "Language-Community Responses"; part 3, "What Is Lost: Language Diversity"; part 4, "Mechanisms of Language Loss." The phenomenon of language death is directly dealt with in part 2 with the dis- cussion of Tlingit, Haida, and Tsimshian of Southeast Alaska (Dauenhauer and Dauenhauer), Mayan-speaking communities in Guatemala (England), and Mohawk language instruction in Quebec (Jacobs). The academic community's responses take several different, yet interrelated, forms. A call for a new set of training strategies for future linguists and fieldworkers is presented in the context of South American language situations (Grinevald). Chapters in part 3 delineate what will be lost when lan- guages are reduced in their varieties and number. All of the authors (Mithun, Hale, Jocks, and Woodbury) emphasize the academic professionals' responsibility for doc- umenting endangered languages. The book offers something useful to everyone- scholars, educators, and language practitioners alike. Examples in these chapters are drawn from a number of different languages from North America, Africa, and Aus- tralia; however, the majority of the articles focus on the Americas. I would like to see another volume of the same caliber covering more diverse regions of the world and representing both "community" and "academic professionals' responses" to the situation of language endangermen
@book{yamamoto_book_1999,
title = {Book {Review}:{Endangered} {Languages}: {Language} {Loss} and {Community} {Response} {Lenore} {A}. {Grenoble}, {Lindsay} {J}. {Whaley}},
volume = {65},
abstract = {The theme of this book is "the phenomenon of language death, and how various communities have responded and are responding to it" (p. vii). The book is organized in four parts: part 1, "General Issues"; part 2, "Language-Community Responses"; part 3, "What Is Lost: Language Diversity"; part 4, "Mechanisms of Language Loss." The phenomenon of language death is directly dealt with in part 2 with the dis- cussion of Tlingit, Haida, and Tsimshian of Southeast Alaska (Dauenhauer and Dauenhauer), Mayan-speaking communities in Guatemala (England), and Mohawk language instruction in Quebec (Jacobs). The academic community's responses take several different, yet interrelated, forms. A call for a new set of training strategies for future linguists and fieldworkers is presented in the context of South American language situations (Grinevald). Chapters in part 3 delineate what will be lost when lan- guages are reduced in their varieties and number. All of the authors (Mithun, Hale, Jocks, and Woodbury) emphasize the academic professionals' responsibility for doc- umenting endangered languages. The book offers something useful to everyone- scholars, educators, and language practitioners alike. Examples in these chapters are drawn from a number of different languages from North America, Africa, and Aus- tralia; however, the majority of the articles focus on the Americas. I would like to see another volume of the same caliber covering more diverse regions of the world and representing both "community" and "academic professionals' responses" to the situation of language endangermen},
number = {2},
author = {Yamamoto, Akira Y},
year = {1999},
}
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