This chapter provides an overview of how to use focus groups in order to elicit language attitudes. Focus groups allow access to the collective discourse practices of a specified group of participants and can be used as a way of eliciting more natural and spontaneous responses. However, participants may feed off each other’s ideas rather than express their own original thoughts, and certain minority opinions may be downplayed, repressed, or withheld by the participants. Nevertheless, this method can be viewed as an attempt to analyse salient social representations in a communicative conversational situation and can yield otherwise unrevealed strands of research participants’ narratives. After an exploration of the advantages and disadvantages of using focus groups to investigate language attitudes, this chapter offers an overview of key practical issues of planning and research design. The analysis of the data resulting from focus group discussions is explored, particularly from a critical sociolinguistic perspective, involving mapping/categorisation of the data, tracing the circulation of people and resources over space and time, finding meaningful connections, and making valid claims. The chapter concludes with a case study of attitudes towards Breton and Yiddish in a variety of settings.

This chapter provides an overview of teaching methods and second language acquisition theories, assessing the strengths and weaknesses of particular methods in revitalization contexts. Revitalizers must consider community desires and resources, as well as traditional worldviews and lifeways in choosing appropriate approaches. 8 case studies present practical applications of specific teaching methods: grammar-translation and a radically input-based approach in Potawatomi; reclaiming domains and ‘language nesting’ in Lushootseed; Accelerated Second Language Acquisition (ASLA), reclaiming domains and the master-apprentice method in Tolowa Deeni’; how Sámi language and culture can meaningfully shape education in the classroom; homeschooling activities and strategies for elementary age learners in Tolowa Dee-ni’; and how teachers with limited fluency teach language-rich lessons within their own level of proficiency in Chinuk Wawa, where immersion models are unrealistic. The capsules exemplify immersion programmes, culture place-based learning and other approaches in 8 languages: Hawai’ian, Kristang, Wym, Lemko, Chinuk Wawa, Sámi, Cherokee and Anishinaabemowin.