The development of teaching and learning materials is an essential component of endangered language revitalisation, yet there is very little academic research on this crucial topic. Our volume seeks to address this imbalance by examining endangered language pedagogical materials from around the world including traditional resources such as grammars, dictionaries, and textbooks, as well as new media such as online courses, apps, video games, etc. Chapters provide theoretical and applied perspectives, and consider Indigenous and other threatened languages from various regions of the world including the Americas, Australia, Europe, the Indian subcontinent, and Southeast Asia. This volume is the first in the FEL Yearbook Series.

Table of Contents:
List of Figures List of Tables List of Maps Notes on Contributors Introduction  Riitta-Liisa Valijärvi and Lily Kahn Part 1 Innovative Teaching and Learning Materials 1 Resourcing an Awakening Language: Kaurna of the Adelaide Plains, South Australia  Rob Amery, Mary-Anne Gale, and Susie Greenwood 2 Activating Resources for Teaching and Learning an Indigenous Australian Language Online: The Case of Bininj Kunwok  Catherine Bow 3 Contributions of the Mercator Centre and the Foundation for Siberian Cultures to Educational Materials for Endangered Languages: The Case of Itelmen  Tjeerd de Graaf and Erich Kasten 4 Experiences in Teaching an Endangered Language: Finding the Motivation and Means to Ensure the Acquisition of Livonian  Valts Ernštreits and Gunta Kļava Part 2 Educational Contexts for Teaching and Learning Materials 5 Not Enough Words: Language Acquisition and Identity Work in Tertiary-Level Gaelic-Medium Education  Timothy Currie Armstrong 6 Empowering Teachers and Students: Torwali Education Practices and Learning Materials  Mujahid Torwali and Jakelin Troy 7 Mother Tongue Education with Indigenous Trainee Teachers: The Açaí Project  Vera da Silva Sinha and Wany Bernardete de Araujo Sampaio 8 Exploring the Uses of Multilingual Dictionaries among the Safaliba in Ghana and the Gorontalo in Indonesia  Colleen Alena O’Brien and Ari Sherris Part 3 Ideological Issues regarding Teaching and Learning Materials 9 ‘It’s Our Turn Now’: The Tehuelches’ Own Artefactualisation of Their Language  Javier Domingo 10 ‘We Didn’t Wear Skirts’: Extralinguistic Factors in the Development of Wayoro Pedagogical Materials  Antônia Fernanda de Souza Nogueira, Gilson Wajuru Massaká, and Adão Wajuru 11 Ukrainian Language Revitalization Online: Targeting Ukraine’s Russian Speakers  Natalia Kudriavtseva Part 4 Teaching and Learning Methods for Endangered Languages 12 Can We Apply ‘Large Languages’ Teaching Methods to the Teaching of Endangered Languages?  Meili Fang and David Nathan 13 The Revitalization of Tobati, an Endangered Language of Papua in Indonesia  Satwiko Budiono 14 The Media-Based Syllabus for Adult Minority Language Learning  Tobias Weber Part 5 Orthography Development for Endangered Language Pedagogy 15 Writing for the Future: An Orthography for Heritage and New Speakers of a Critically Endangered Language  Jhonnatan Rangel 16 Changing Attitudes, Orthographic Variation, and the Creation of Pedagogical and Literacy Materials for Endangered Languages: The Case of Blanga, Solomon Islands  Radu Voica 17 Using Children’s Native Language Repertoire to Develop Literacy Materials: Early Writing in Torwali  Zubair Torwali 18 Developing Materials for Endangered Indigenous Scripts in the Philippines: Lessons from Mindoro  Louward Allen Zubiri, Anya Postma, Uyan Daay, Johnny Solina, Dindo Agan, Pinoy Tugas, Christopher Baylan, and Emerenciana Catapang Index