Ecological approaches to language learning and materials use represent educational settings as complex and dynamic systems by applying relational perspectives from the natural world in the classroom. For young bilingual Ojibwe learners, the natural world (i.e., local, rural, and reservation land) is a significant language learning resource unto itself. In the underrepresented context of Indigenous language reclamation in the Upper Midwest of the United States, local land is central to ways of knowing and being, thus it is also central to learning. This study examines the ‘intra‐actions’ among land‐based materials, an Ojibwe Elder, and immersion school youth on local forestland. Focusing on the interrelated nature of human and nonhuman elements, we rely on Indigenous perspectives of relationality and sociomateriality to expand and clarify the roles of land in Indigenous language learning for reclamation. This study highlights Ojibwe practices of relational consensual engagement with the environment and has implications for materials use research, as it underscores the significance of the natural world as emergent language learning and teaching materials.

中文翻译：

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作为对话者的土地：奥吉布韦学习者语言在自然存在的“材料”上以及与之交互作用的研究

语言学习和材料使用的生态方法通过在教室中运用来自自然界的关系观点，将教育环境表示为复杂而动态的系统。对于年轻的Ojibwe双语学习者而言，自然世界（即本地，农村和保留地）本身就是一种重要的语言学习资源。在美国中西部地区土著语言开垦的代表性不足的情况下，当地土地对于知识和生存方式至关重要，因此对学习也至关重要。本研究考察了陆基材料，奥吉布韦长者和沉浸学校青年在当地林地中的“内部行为”。着眼于人类和非人类因素的相互联系的性质，我们依靠关系和社会物质性的土著观点来扩展和阐明土地在土著语言学习中的作用。这项研究强调了奥吉布韦与环境之间达成共识的惯例，并对材料使用研究产生了影响，因为它强调了自然世界作为新兴语言学习和教学材料的重要性。