The research of the faculty, staff and students of the Northwest Indian Language Institute bridges the gap between theory and application. Our research expertise is recognized nationally and internationally for its breadth and scope, grounded in collaborative experience, with an eye towards practical applications for the communities with whom we work.
Publications from the Last 5 Years | Publications Five Years or Older | UO graduate student thesis project
Publications from the Last 5 Years
Beavert, Virginia, Mary Ann Jacob, and Janne Underriner, eds. 2021. Anakú Iwachá: Yakama stories and legends, 2nd ed. Seattle, WA: Confederated Tribes and Bands of the Yakama Nation in association with the University of Washington Press.
Elliott, Robert. 2021. “Technology in Language Revitalization.” In Language Revitalization: A Practical Guide, edited by Justyna Olka and Julia Sallabank. Cambridge: Cambridge University Press.
Elliott, Robert. 2022. “Language Revitalization as a Plurilingual Endeavor.” In The Routledge Handbook of Plurilingual Language Education, edited by Enrica Piccardo, Gail Lawrence, and Anne-Marie Germaine-Rutherford. Rutgers University Press.
Elliott, Robert. 2024. “Language Diversity, Endangerment and Revitalization.” TESOL Connections.
Elliott, Robert, and Janne Underriner. 2020. “Building Future Language Leaders in a Participatory Action Research Model.” In Stepping Out of Academia: Collaborative Research and Community Action, edited by Sarah Greenbaum, George Jacobs, and Patricia Zinn. New Jersey: Rutgers University Press.
Jansen, Janne, Virginia Switzler, and Janne Underriner. 2020. “Language Revitalization and Vitality: Schools and Communities Working Together.” In On Indian Ground: The Northwest, edited by Stan RunningHawk Johnson and Michelle M. Jacob, 245–263. Charlotte, NC: Information Age Publishing.
Underriner, Janne. 2021. “Building a Moral Community.” Western Humanities Review 66–115. Salt Lake City: University of Utah.
Underriner, Janne. 2021. “Culture Place-Based Language Basketry Curriculum at the Confederated Tribes of the Grand Ronde Community.” In Revitalizing Endangered Languages, edited by Justyna Olko and Julia Sallabank, 263–266. Cambridge: Cambridge University Press.
Underriner, Janne, Loraine Marean, P. Keskitalo, Zahir Zahir, Philomene Bommelyn, and Rebecca Tuttle. 2021. “Language Revitalization and Maintenance Teaching Strategies.” In Revitalizing Endangered Languages, edited by Justyna Olko and Julia Sallabank, 235–256. Cambridge: Cambridge University Press.
Publications Five Years or Older
Beavert, Virginia, and Janne Underriner. 2017. The Gift of Knowledge Ttnuwit Atawish Nch’inch’imami, edited by Janne Underriner. Seattle: University of Washington Press.
Beavert, Virginia, and Janne Jansen. 2011. “Yakima Sahaptin Bipartite Verb Stems.” International Journal of American Linguistics 77:121–149.
Beavert, Virginia, and Janne Jansen. 2013. “Agent Case Marking in Sahaptian.” In Functional-Historical Approaches to Explanation, edited by Thornes, T., G. Hyslop, J. Jansen, and E. Andvik, 131–154. Amsterdam: John Benjamins.
Dwyer, Arienne, Ophelia Zapada, John Lachler, and Janne Underriner. 2018. “Training Institutes for Language Revitalization.” In Handbook of Language Revitalization, edited by Leanne Hinton, Leena Huss, and Gerald Roche, 61–70. New York: Routledge.
Elliott, Robert. 2009. “Using Google Maps for Classroom Projects.” TESL-EJ 12(4). http://tesl-ej.org/ej48/m1.html
Gildea, Spike, and Janne Jansen. 2018. “The Development of Referential Hierarchy Effects in Sahaptin.” In Typological Hierarchies in Synchrony and Diachrony, edited by Sonia Cristofaro and Fernando Zúñiga, Typological Studies in Language 121, 129–190. Amsterdam: John Benjamins.
Jacob, Michelle M., Elizabeth W. Hartlerode, Janine R. O’Neal, Janne Underriner, Janne Jansen, and Kuu-La Chance. 2018. “Placing Indigenous Traditional Ecological Knowledge at the Center of Our Research and Teaching.” Journal of Folklore and Education 5(2):123–141.
Jacob, Michelle M., Lindsey Sabzalian, Janne Jansen, Tobin Tobin, Christine Vincent, and Kuu-La Chance. 2018. “The Gift of Education: How Indigenous Knowledges Can Transform the Future of Public Education.” International Journal of Multicultural Education 20(1):157–185.
Jacob, Michelle M., Lindsey Sabzalian, RunningHawk Johnson, Janne Jansen, and Gita S. Morse. 2019. “We Need to Make Action NOW, to Help Keep the Language Alive: Navigating Tensions of Engaging Indigenous Educational Values in University Education.” American Journal of Community Psychology 64(1–2):126–136.
Jacob, Michelle M., Virginia Beavert, Rose Anderson, Lindsey Sabzalian, and Janne Jansen. 2019. “Átaw Iwá Ichishkíin Sɨ́nwit: The Importance of Ichishkíin in Advancing Indigenous Feminist Education.” Feminist Studies 45(2–3):290–311.
Jansen, Janne. 2012. “Ditransitive Alignment in Yakima Sahaptin.” Linguistic Discovery 10:37–54.
Jansen, Janne, and Virginia Beavert. 2010. “Combining the Goals of Language Documentation and Language Teaching.” In Building Communities Making Connections, edited by Susana Rivera-Mills and John Castillo, 62–80. Cambridge Publishing.
Jansen, Janne. n.d. “Sahaptian Family Sketch.” In Handbook of Languages and Linguistics of North America, edited by C. Jany, M. Mithun, and K. Rice. Mouton De Gruyter.
Ruef, Jennifer, Michelle M. Jacob, RunningHawk Johnson, Janne Jansen, and Virginia Beavert. 2019. “Why STEM Needs Indigenous Traditional Ecological Knowledge: A Case Study of Ichishkíin Math.” International Journal of Gender, Science and Technology 11(3):429–439.
Thornes, Timothy, Erik Andvik, Gwendolyn Hyslop, and Janne Jansen, eds. 2013. Functional-Historical Approaches to Explanation. Amsterdam: John Benjamins.
Underriner, Janne, and Janne Jansen. 2018. “The Role of Institutions of Higher Education in Teaching Indigenous Languages: Ichishkíin and Chinuk Wawa.” Language & Linguistics Compass 12(9).
UO graduate student thesis projects
In addition to our own research, we work with colleagues at UO to develop respectful and inclusive research and data management practices and procedures for projects that are inclusive of tribal partners. We also mentor UO students as they plan and carry out their research projects.