| Summary: | First Nations languages can play a significant role in ensuring connection to land, culture, Songlines, kinship, history, and stories. Ongoing language attrition for First Nations peoples of Australia has been due to colonization and past adverse government policies, which rendered First Nations languages a threat to the expansion of the colony. Through processes of dislocation from country and punishment for speaking language, many First Nations peoples began to lose their languages and were forcefully compelled to speak the English language on missions and reserves. Promoting First Nations languages in early educational contexts can instill a sense of cultural identity and connectedness to schooling for First Nations children, helping to ensure that languages are passed on to future generations. In many parts of Australia, First Nations languages are being revitalized and are being taught to both First Nations children and non-Indigenous children in early learning centers and in classrooms. This paper draws upon existing literature, briefly examining the removal of First Nations languages in Queensland from a historical perspective. The authors consider three essential elements required to work with First Nations communities when revitalizing First Nations languages and implementing a successful language program into schools: co-design, authentic delivery, and cultural inclusivity. We demonstrate how these elements have been used in the revitalization of First Nations languages in two Queensland schools. Finally, the importance of using an Indigenous centered approach to maintain languages at a local level is posited as a critical step in creating culturally inclusive environments for First Nations children in mainstream school settings.
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