Abstract
Through examining Indigenous Hoche children's perspectives on a multilingual curriculum designed and implemented in a Hoche elementary school in Northern China, this paper amplifies children's voices to understand how they negotiate Indigenous language learning through the multilingual curriculum. Beginning with the discussion of language ecology, decolonial and Indigenous scholarship and issues of schooling, this paper considers the ways ecosystems of schooling deny minoritized Indigenous children's voices and agency in establishing and accessing multilingual education. Child participants were provided with inquiry-driven opportunities to express their perspectives and reconceptualize their learning experiences, and their own knowledge constructions about the Hoche language were privileged via a child-centered transdisciplinary approach. Accommodating sociocultural aspects of teaching and learning central to Indigenous being, becoming and belonging, this research contributes to the awareness of linguistic consciousness and the significance of children's involvement in revitalising Indigenous language acquisition.