Celebrating and Revitalizing Language: Indigenous Bilingual Children's Books

Abstract

Children's literature is a powerful means of connecting children and adults in language and literacy development, potentially contributing to multilingualism and indigeneity. This article considers how indigenous bilingual children's books from Australia, Canada, and New Zealand can be part of language revitalization by applying three emphases of ideological theory—awareness, positionality, and multiple perspectives—in order to better understand the issues and increase the likelihood that indigenous bilingual books can be used in language revitalization efforts.