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{{short description|Language revival strategy}}The '''Master-Apprentice Language Learning Program''' is a strategy used in [[language revitalization]], in which committed language learners (apprentices) work with fluent speakers (mentors) to "create their own oral language-immersive context through daily activities, cultural practices, and community involvement". Originally introduced in the 1992, the method is increasingly popular across North America<ref>{{Citation |last1=McIvor |first1=Onowa |title=32 Reviving languages: Outcomes of a Mentor-Apprentice style learning study |date=2023-12-18 |work=The Languages and Linguistics of Indigenous North America |volume=2 |pages=717–740 |editor-last=Dagostino |editor-first=Carmen |editor-last2=Mithun |editor-first2=Marianne |editor-last3=Rice |editor-first3=Kere |url=https://www.degruyter.com/document/doi/10.1515/9783110712742-032/html |access-date=2024-03-28 |chapter= |publisher=De Gruyter Mouton |language=en |doi=10.1515/9783110712742-032 |isbn=978-3-11-071274-2 |last2=Jacobs |first2=Peter |last3=Jenni |first3=Barbara|url-access=subscription }}</ref> and around the world.<ref name="pine">{{cite journal |last1=Pine |first1=Aidan |last2=Turin |first2=Mark |title=Language Revitalization |journal=Oxford Research Encyclopedia of Linguistics |date=29 March 2017 |doi=10.1093/acrefore/9780199384655.013.8|isbn=978-0-19-938465-5 }}</ref>

The program was developed by [[Leanne Hinton]] and [[Nancy Richardson Steele]], working with the Native California Network and its subsidiary committee, the [[Advocates for Indigenous California Language Survival]]. The program was developed in collaboration with the speakers of six [[Indigenous peoples of California|Indigenous California]] languages: [[Karuk language|Karuk]], [[Hupa language|Hupa]], [[Yurok language|Yurok]], [[Wintu language|Wintu]], [[Yawelmani Yokuts|Yowlumne]], and [[Mojave language|Mojave]].<ref name=":0">{{Cite journal|date=1997-01-01|title=Survival of Endangered Languages: The California Master-Apprentice Program|journal=International Journal of the Sociology of Language|language=en|issue=123|doi=10.1515/ijsl.1997.123.177|issn=1613-3668}}</ref> The MALLP ran for the first time in the summer of 1993, and has grown each year since its inception.<ref name=":0" /> By 1996, only three years after it began, the program funded 26 teams, covering the original six languages, as well as [[Patwin language|Patwin]], [[Mono language (California)|Paiute]], and [[Kiliwa language|Kiliwa]].<ref name=":0" />

[[Onowa McIvor]] and Peter Jacobs from the [[University of Victoria]], in particular, conducted a study of Mentor-Apprentice learners in BC and determined that this program is particularly effective for teaching adults.<ref>{{Cite web|url=https://www.uvic.ca/news/topics/2016+indigenous-language-revitalization-adult-learners-study+ring|title=MAPs for Indigenous language learning - University of Victoria|website=UVic.ca|date=20 December 2016 |access-date=2017-12-22}}</ref><ref>{{Cite news|url=http://www.cbc.ca/news/canada/british-columbia/indiginous-languages-bc-1.3828536|title=Adults shamed for speaking Indigenous languages hold key to revival|work=CBC News|access-date=2017-12-22|language=en}}</ref>

==Design==

The program was designed to be easily utilized by groups without extensive linguistic training, allowing communities to use the program on their own. It was also designed to align with the traditional learning style of California indigenous groups, which favours a one-on-one, voluntary learning environment, as opposed to the Western model of education that emphasizes competition among students and negative consequences for poor performance (i.e. poor grades).<ref name=":0" /> The need for a program like the MALLP was evident due to the resource- and people-heavy nature of school-based language revitalization programs, like those used among the [[Māori people|Māori]], [[Irish people|Irish]], [[Hawaiian people|Hawaiians]], and [[Welsh people|Welsh]].<ref name=":0" /> In addition, most of the parental generation of indigenous California communities no longer spoke their ancestral language, eliminating the possibility of revitalization through use of the language in the home.<ref name=":0" /> Because of these issues, the MALLP was developed with the aim of assisting young professionals in these communities, and current and future parents, to become proficient speakers of their language.<ref name=":0" />

==Program==

The main goal of the MALLP is that the apprentice attains proficiency in their language over a few years, through the creation of mini-immersion settings within each team.<ref name=":0" /> To create the mini-immersion settings, the teams are encouraged to go about their daily lives as normal, for a minimum number of hours per week, but to always communicate in the language that is being learned.<ref name=":0" /> The program incorporates techniques from several language-learning programs, including [[Total Physical Response]].<ref>{{Cite book|title=Learning another language through actions : the complete teacher's guidebook|last=Asher|first=James J.|date=1986|publisher=Sky Oaks Productions|others=Adamski, Carol.|isbn=0940296500|edition=3rd|location=Los Gatos, Calif.|oclc=14761708}}</ref><ref name=":0" />

The MALLP is based on ten main points:<ref>{{Cite book|last=Hinton|first=Leanne|date=2001-10-08|url=http://booksandjournals.brillonline.com/content/books/b9789004261723s002|pages=1–18|doi=10.1163/9789004261723_002|title=The Green Book of Language Revitalization in Practice|isbn=9789004261723}}</ref>
# Teams should strive to communicate only in their language, and avoid English as much as possible.
# Teams should use nonverbal communication to embed the language in actions, gestures, and expressions.
# Masters should aim to teach their apprentices through the use of full sentences, and normal conversation.
# Teams should strive to have all their real communication occur in their language, not just specific instructional periods.
# It is important to recognize that language is part of culture, rather than being a separate entity from it.
# Teams should focus on developing the apprentice's ability to speak and listen in their language, and think less about writing and grammatical analysis.
# Teams should develop activities to complete together, to allow for more opportunities for diverse language use.
# Whenever needed, audio and video recordings are encouraged to aid the apprentice.
# The concept of active learning is critical to the apprentice's success.
# It is important to be attentive to the needs of both members of the team.

==Adoption==

Since its creation, Mentor-Apprentice programs have been adopted by several other Indigenous language groups, including:

* Aboriginal groups in Australia<ref>{{Cite journal|last=Knut|first=Olawsky|date=2013-04-12|title=The Master-Apprentice Language Learning Program Down Under: Experience and Adaptation in an Australian Context|journal=Language Documentation & Conservation|volume=7|language=en|hdl=10125/4569}}</ref><ref>{{Cite web|url=http://www.rnld.org/MALLP|title=Master-Apprentice training {{!}} www.rnld.org|website=www.rnld.org|access-date=2017-12-22}}</ref>
* the [[First_Peoples'_Cultural_Council#Mentor-Apprentice_Program|First Peoples' Cultural Council]] in [[British Columbia]],<ref>{{Cite web|url=http://www.fpcc.ca/language/Programs/Master-Apprentice.aspx|title=First Peoples' Cultural Council {{!}} Mentor-Apprentice Program|website=www.fpcc.ca|access-date=2017-12-22}}</ref><ref>{{Citation|title=Master-Apprentice Program pt.1|date=2010-08-23|url=https://www.youtube.com/watch?v=1kUhfYAwZes|accessdate=2017-12-22}}</ref>
* [[Michif]] revitalization program in [[Manitoba]]<ref>{{cite news |last1=Kemp |first1=Chelsea |title=End of funding for holistic Michif program brings fears endangered Métis language won't survive |url=https://www.cbc.ca/news/canada/manitoba/metis-michif-map-house-language-1.7083265 |access-date=6 March 2024 |work=CBC News |publisher=CBC |date=15 January 2024}}</ref>
* in [[Alaska]]<ref>{{cite news |last1=Martin |first1=Mary Catharine |title=Haa Shuká: Three-year Tlingit, Haida, Tsimshian language apprenticeships begin |url=https://www.juneauempire.com/life/haa-shuka-three-year-tlingit-haida-tsimshian-language-apprenticeships-begin/ |access-date=6 March 2024 |work=Juneau Empire |date=14 April 2017}}</ref>
* in [[Northwest Territories]]<ref>{{cite web |title=Mentor-Apprentice Program |url=https://www.ece.gov.nt.ca/en/MAP |website=Education, Culture, and Employment |publisher=Government of Northwest Territories |access-date=6 March 2024}}</ref>
* in [[Nunavut]] and [[Yukon]]<ref>{{cite web |title=Government of Canada makes historic contribution to support Indigenous languages in the North |url=https://www.canada.ca/en/canadian-heritage/news/2022/11/government-of-canada-makes-historic-contribution-to-support-indigenous-languages-in-the-north0.html |website=canada.ca |date=25 November 2022 |publisher=Canadian Heritage |access-date=6 March 2024}}</ref>
* [[Mi'kmaq language | Mi'gmaw Language]] Mentor Apprentice Program<ref>{{cite web |title=Mi'gmaw Language Mentor Apprentice Program |url=https://listuguj.ca/migmaw-language-mentor-apprentice-program/ |website=listuguj.ca |date=December 2021 |publisher=Listuguj Mi'gmaw Government |access-date=6 March 2024}}</ref>
* Complementary [[Inari Sámi language|Aanaar Saami language]] education program in Finland <ref>{{cite journal |last1=Leung |first1=Genevieve |title=Revitalising indigenous languages: how to recreate a lost generation |journal=Current Issues in Language Planning |date=2 January 2014 |volume=15 |issue=1 |pages=104–106 |doi=10.1080/14664208.2014.857519}}</ref>

==References==
{{reflist}}

[[Category:Language acquisition]]
[[Category:Language advocacy organizations]]

Master-Apprentice Language Learning Program - Revision history

imported>Leanne.hinton: added name of another person responsible for developing the program