Approaches to and Strategies for Language Revitalization

2018 ◽  
pp. 442-465
Author(s):  
Leanne Hinton
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Language Revitalization ◽  
Language Education ◽  
Writing Systems ◽  
Home Schools ◽  
Critical Part ◽  
Endangered Language ◽  
New Speakers ◽  
Learning Language

There are many paths language revitalization can take, but they are not mutually exclusive. A central aspect of language revitalization is the creation of new speakers. One path is for families to learn and transmit the endangered language at home. Schools are major venues for language learning. Language nests and immersion schools have been especially effective. Adult language education has also become a critical part of language revitalization. Universities and “bootstrap” methods such as the Master-Apprentice Program have been able to bring adults to high proficiency. Linguistic archives have been useful for access to language, especially when there are no speakers left. Modernization of the language is also unavoidable, including new vocabulary and the development of writing systems if necessary. Most importantly, language revitalization should involve increased use of the language, by native speakers and learners alike.

scholarly journals Innowacyjność w edukacji językowej a profesjonalizm nauczyciela

Neofilolog ◽  
2019 ◽  
pp. 28-41
Author(s):  
Krystyna Droździał-Szelest
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Learning Language

Innovation in language education, just as in any other discipline, is connected with changes whose primary goal is to make the process of language learning/language teaching more efficient. Examples of such innovations include, for instance, task based instruction, computer assisted language learning or the use of portfolio as a means of assessment.Innovation implies a new, qualitatively different perception of the language learning/ language teaching process, roles of teachers and learners, use of materials etc., hence it is believed to constitute a challenge for language teachers and their professionalism. The present article is an attempt to answer the question whether and to what extent the language teaching profession is actually prepared to deal with innovation.

Ecological perspectives on foreign language education

2008 ◽  
Vol 41 (3) ◽  
pp. 389-408 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Complexity Theory ◽  
Native Speakers ◽  
Language Education ◽  
Foreign Language Education ◽  
Ecological Perspective ◽  
Ecological Approach ◽  
Learning And Teaching ◽  
Institutional Contexts

Ecological approaches to language learning and teaching have captured the interest of language educators as both native and non-native speakers find themselves operating in increasingly multilingual and multicultural environments. This paper builds on Kramsch & Whiteside (in press) to conceptualize what an ecological perspective on foreign language education, based on complexity theory, would look like. It first explains some of the major tenets of complexity theory, and analyzes transcriptions of exchanges taking place among multilingual individuals in multicultural settings using the ecological approach offered by complexity theory. Based on what these analyses reveal about the ability of these individuals to shape the very context in which language is learned and used, it discusses the notion of ‘symbolic competence’ recently proposed by Kramsch (2006) and explores how symbolic competence might be developed through foreign language education in institutional contexts.

scholarly journals Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 444-451
Author(s):  
Dalal Moh'd Al-Assaf
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Language Learning ◽  
Native Speakers ◽  
Language Education ◽  
Arabic Language ◽  
Educational Goals ◽  
Distance Teaching ◽  
Language Classes ◽  
The University

This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.

Critical Praxis Through a Social Media Ecosystem

2022 ◽  
pp. 344-372
Author(s):  
Eric Chao Yang
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Language Education ◽  
Learning Content ◽  
Critical Content ◽  
The Status ◽  
Social Media Platforms ◽  
Media Ecosystem ◽  
Use Of Social Media ◽  
Learning Language

The use of social media in language education is evident in the plethora of online content generated by education organizations. Teachers and learners alike have used platforms such as Facebook, YouTube, and Instagram to access and disseminate learning content in the forms of text, images, podcasts, and videos. However, despite the prevalence of social media in the language-learning sector, its pedagogical use has been limited to learning language features. This chapter analyzes the potential use of an ecosystem of social media platforms to augment varied modes of TESOL instruction, namely live, online, and hybrid, through a critical lens in higher and adult education. The integration of critical content and critical thinking development in social media platforms, in which authentic content is directly consumed, co-created, and disseminated, enables TESOL teachers to help learners become aware of how power shapes information, how to resist coercion, and challenge the status quo.

Critical autoethnographic narrative: Ideological contention, metacommentary and aesthetic labor in language education

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Christian Fallas-Escobar
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Language Teaching ◽  
Language Education ◽  
Theoretical Framework ◽  
Human Experience ◽  
Critical Examination ◽  
Linguistic Resources ◽  
Aesthetic Labor ◽  
Learning Language

AbstractBased on the premise that human experience is storied, the researcher engaged in the writing of critical autoethnographic narratives to examine ideological contention in language learning, language use, and language teaching. Using raciolinguistic ideologies as theoretical framework, he shows the ways ideological orientations embedded in circulating metacommentary push individuals to engage in aesthetic labor around the ways they employ their linguistic resources. Findings suggest that language educators and learners should engage in critical examination of seemingly innocent metalinguistic commentary, as these contain contradictory and multiple ideological orientations that largely shape the perception and employment of speakers’ linguistic repertoires.

scholarly journals Language-in-education policies and Indigenous language revitalization efforts in Canada: Considerations for non-dominant language education in the Global South

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Onowa McIvor ◽  
Jessica Ball
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mother Tongue ◽  
Language Revitalization ◽  
Language Education ◽  
Global South ◽  
Indigenous Language ◽  
Education Policies ◽  
Indigenous Language Revitalization ◽  
The Right

Indigenous languages are struggling for breath in the Global North. In Canada, Indigenous language medium schools and early childhood programs remain independent and marginalized. Despite government commitments, there is little support for Indigenous language-in-education policy and initiatives. This article describes an inaugural, country-wide, federally-funded, Indigenous-led language revitalization research project, entitled NE?OL?EW? (one mind-one people). The project brings together nine Indigenous partners to build a country-wide network and momentum to pressure multi-levels of government to honour agreements enshrining the right of children to learn their Indigenous language. The project is documenting approaches to create new Indigenous language speakers, focusing on adult language learners able to keep the language vibrant and teach their language to children. The article reflects upon how this Northern emphasis on Indigenous language revitalization and country-wide networking initiative is relevant to mother tongue-based education and policy examples in the Global South. The article underscores the need for both community level initiatives (top-down) and government level policy and funding (bottom up) to support child and adult Indigenous language learning.

INTERACTIVE MULTIMEDIA-BASED MOBILE APPLICATION FOR LEARNING IBAN LANGUAGE

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Ketty Chachil ◽  
Riaza Mohd Rias ◽  
Adeline Engkamat ◽  
Adib Sarkawi
Keyword(s):  
Language Learning ◽  
Mobile Application ◽  
Native Speakers ◽  
Human Life ◽  
Future Research ◽  
World Languages ◽  
Mobile Education ◽  
Other World ◽  
Promising Development ◽  
Learning Language

The emergence of mobile technological devices has brought along new possibilities to all walks of life in various communities. As mobile devices with highest capabilities extend into all areas of human life, they also affected language learning and mobile education. There are many mobile applications created for most of the major languages in the world and lesser amount is available for the far less used languages. Iban language is an example of those languages given far less attention as it is not as practical as other world languages. Iban language has been chosen to be implemented as a multimedia-based mobile application to promote language learning due to its richness in unique culture and language. The application, I-MMAPPS for learning Iban language was designed and developed by adopting conversational method and constructivism learning theory to provide learners a different approach in learning language based on various environments and situations. Since Iban pronunciations are different from any Malaysians local dialects, thus the correct pronunciations are vital to assist the learners. 30 non native speakers were chosen to test the application. The outcomes of this research shown that, most of the respondents were satisfied when they learn Iban language using the application. This application also has a promising development in future research.

scholarly journals On the Construction of College English Listening and Speaking Ecological Classroom From the Perspective of Eco-Linguistics

2021 ◽  
Vol 11 (10) ◽  
pp. 1295-1299
Author(s):  
Xiaojing Chen
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Language Education ◽  
Ecological Perspective ◽  
College English ◽  
Learning And Teaching ◽  
Institutional Contexts ◽  
Listening And Speaking

Ecological approaches to language learning and teaching have captured the interest of language educators as both native and non-native speakers find themselves operating in increasingly multilingual and multicultural environments. Based on ecolinguistics, this paper describes what an ecological perspective on college English listening and speaking class would look like. It first explains some major concepts related to ecolingustics, and analyses problems on current ecological imbalances in college English and speaking classrooms and proposes strategies for building a harmonious ecological classroom through language education in institutional contexts.

The “new” and “traditional” speaker dichotomy: bridging the gap

2015 ◽  
Vol 2015 (231) ◽  
pp. 107-125 ◽  
Author(s):  
Michael Hornsby
Keyword(s):  
Native Speakers ◽  
Language Revitalization ◽  
Symbolic Violence ◽  
Minority Languages ◽  
Language Community ◽  
Language Endangerment ◽  
Wide Range ◽  
Power Differentials ◽  
New Speakers ◽  
Grammatical Structures

Abstract This article analyzes the tensions and dynamics which exist between “new” speakers and other speakers, such as traditional or native speakers of minority languages (MLs), in an attempt to discover just how much of a barrier to communication are the (perceived) differences which are purported to exist between them. The dynamics between “new” and native speakers seem to be complex and nuanced, and “(in)authenticity” can be indexed through accent, the lexicon and grammatical structures, both by local users and more widely by researchers and other interested third parties, reflecting a wide range of ideo-logical stances. Using a critical sociolinguistic framework, these differences are examined from the perspective of the power differentials among and between various ML speakers/users in two situations of language endangerment, Breton and Yiddish. The reproduction of “symbolic violence”, as described by Bourdieu (1991), which results from such differentials can hinder language revitalization projects and can run counter to the interests of the language community in question. Both settings appear to share a commonality of experience that is wider than just the two language communities under scrutiny here and possible ways of reconciling such differences are examined toward the end of the article.

scholarly journals The Effects of Family Background on the Processes of Foreign Language Learning in Hungary

2021 ◽  
Vol 3 (2) ◽  
pp. 87-97
Author(s):  
Fruzsina Szabo ◽  
Ágnes Albert ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Family Background ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Language Choice ◽  
The Family ◽  
Learning Language

In Hungary, the academic achievement of schoolchildren is very strongly influenced by their family background, a statement often quoted in connection with PISA surveys (Róbert, 2004). Although the effects of family background have mostly been studied in connection with key competences, it is easy to see that they are also likely to influence foreign language learning, possibly to an even greater extent (Csapó, 2001). The aim of our paper is to provide an overview of theoretical and empirical findings related to the family background of Hungarian schoolchildren on different aspects of language learning: language choice, individual differences and success in language learning. We hope to provide a meta-analysis of empirical studies and their results, however it needs to be noted that their number is relatively scarce. We would also like to inspire future studies exploring similar, under-researched topics. Research into the effects of family background is imperative, as it appears to play a pivotal role in ensuring equal opportunities in language education.

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