This paper presents a framework for what we consider are essential elements for realising the linguistic rights of Indigenous children in the twenty-first century. The global impacts of colonisation on various Indigenous communities have resulted in loss of cultural practices, knowledge and loss of languages. This framework points to ways forward for addressing Indigenous children’s rights to reclaim their languages in early childhood. The linguistic rights of Indigenous children are at the intersection of the UN Convention on the Rights of the Child and the UN Declaration on the Rights of Indigenous Peoples in this, the International Year of Indigenous Languages. The enshrined rights of Indigenous children to an education in their own culture and language is a right yet to be realised in nations who are signatories to the Convention and the Declaration. Examples are presented of Indigenous language programmes in early childhood settings in Australia, Canada, New Zealand, Sapmi and the USA to highlight the significant roles of policy, Elders, communities, teacher education and the role of early childhood education in supporting children and families to reclaim endangered Indigenous languages.

中文翻译：

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土著儿童的语言权21世纪：实践中的意图和紧张

本文提出了我们认为是在二十一世纪实现土著儿童的语言权利基本要素的框架。各种土著社区定居的全球影响导致的文化习俗，知识和语言性的损失。这个框架点的方式解决收回他们的语言在儿童早期的土著儿童权利的转发。在这个国际土著语言年中，土著儿童的语言权利处于《联合国儿童权利公约》和《联合国土著人民权利宣言》的交叉点。以教育自己的文化和语言的土著儿童所载的权利尚未在国家谁是签署了公约和宣言中实现的权利。介绍了澳大利亚、加拿大、新西兰、Sapmi 和美国早期儿童环境中的土著语言计划的例子，以强调政策、长者、社区、教师教育的重要作用以及早期儿童教育在支持儿童和家庭发展方面的作用回收濒危土著语言。