ABSTRACT
An expected output proposed for language documentation projects is education material. However, it is not straightforward how best to plan such an endeavor, especially for linguists who need to be trained in language pedagogy. Furthermore, language learners’ needs differ considerably in institutional settings versus endangered language settings. National and local contexts where endangered languages are spoken vary drastically and can contribute to the types of language education strategies that are more or less likely to be successful. Here we look at the case of Seri language speakers and learners in Sonora, Mexico, and identify challenges in language education both in and outside the classroom. We present various factors that contribute to these challenges and potential future directions, including the history of education provided by the Mexican government in the Seri villages, local conditions, and language ideologies, and previous interventions from linguists to promote language education and literacy. We contextualize these diverse language education activities using a model that classifies them as “Busy Intersections” (learner-centric) or “Parking Lots” (program-centric) as a way to assess previous efforts and assist in planning future ones.
