At-Home Anishinaabemowin Language Immersion: Practices of Adult Learners.

This article focuses on the at-home immersion practices of two adult learners facilitating Anishinaabemowin language revitalization with a toddler in Ontario, Canada. It explores how their creative, often improvised teaching and learning activities are shaped by their relationships to Anishinaabemowin and English, as well as connections with other learners and speakers, within a context of limited fluent speakers and English language dominance. The study highlights the importance of planning, self-directed learning, and relational approaches to sustain immersion, while noting challenges such as limited assessment tools, emotional difficulties, and the role of access to post-secondary education and flexible time in supporting adult language learning. The authors argue that understanding these relational and practical dynamics is essential for fostering sustainable intergenerational transmission of Anishinaabemowin in Indigenous communities.