Indigenous language and culture visibility in the digital age

interactions ◽  
2021 ◽  
Vol 28 (5) ◽  
pp. 60-63
Author(s):  
Janet Chávez Santiago
Keyword(s):  
Nongovernmental Organizations ◽  
Digital Age ◽  
Indigenous Language ◽  
Community Groups ◽  
Design Processes ◽  
Language And Culture

This forum is dedicated to exploring the notion of meaningfulness in design processes, taking the perspectives of community groups, nongovernmental organizations, and those who are marginalized in society as starting points. Authors will reflect conceptually and methodologically on practical engagements. --- Rosanna Bellini and Angelika Strohmayer, Editors

Immersive performance and inclusion through a lens of the social model of disability

interactions ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 70-72
Author(s):  
Hazel Dixon
Keyword(s):  
Nongovernmental Organizations ◽  
Social Model ◽  
Community Groups ◽  
Design Processes ◽  
Social Model Of Disability ◽  
The Social

This forum is dedicated to exploring the notion of meaningfulness in design processes, taking the perspectives of community groups, nongovernmental organizations, and those who are marginalized in society as starting points. Authors will reflect conceptually and methodologically on practical engagements. --- Rosanna Bellini and Angelika Strohmayer, Editors

Language Revitalization in Kindergarten

2018 ◽  
pp. 570-591
Author(s):  
Apay Tang
Keyword(s):  
Language Immersion ◽  
Indigenous Language ◽  
Proficiency Tests ◽  
Immersion Program ◽  
Language And Culture ◽  
Qualified Teachers ◽  
Online Documentation ◽  
Starting Point ◽  
Language Classes ◽  
Group Interviews

This study explores whether a Truku Seediq kindergarten immersion program in Taiwan has contributed to stemming indigenous language erosion. The preliminary results suggest areas for improvement in the ongoing project, and may serve as a starting point for future preschool indigenous language immersion programs. The project centers on five activities: (1) weekly culture-based language classes, (2) bimonthly teachers’ empowerment workshops, (3) online documentation of teaching processes and activities, (4) advisory visits and evaluations, and (5) development of pedagogical materials. Data were collected through focus group interviews, observations, advisory visits, and proficiency tests. The results show both that the immersion program improves the children’s proficiency and that it faces obstacles: lack of qualified teachers proficient in the language and culture-based teaching, insufficient hours of immersion and co-teaching with elders, imperfect communication in the administrative system, obstacles to collaboration with families and communities, and lack of effective pedagogical materials and proficiency tests.

scholarly journals Taking Care of the Ancestral Language

2013 ◽  
Vol 6 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Erika Katjaana Sarivaara ◽  
Satu Uusiautti
Keyword(s):  
Indigenous People ◽  
Indigenous Communities ◽  
Target Group ◽  
Indigenous Language ◽  
Indigenous Identity ◽  
Language And Culture ◽  
Electoral Register ◽  
New Perspective ◽  
Official Status ◽  
Taking Care

Non-status Sámi are defined as a group of people who are of Sámi descent, but they do not have official Sámi status. The term ‘non-status’ means that they lack the official status of Sámi people because they do not fulfill the criteria of Sáminess, as defined by the Finnish law of the Sámi Parliament, and thus do not belong to the electoral register of the Sámi Parliament. Some of the Non-status Sámi have revitalised the Sámi language and started to use it actively; this was the target group of this study. In this study, ten Non-status Sámi’s narratives were obtained through interviews. The Sámi-speaking Non-status Sámi were divided into two types according to how they locate themselves in Sámi society: (1) conscious Non-status Sámi; and (2) integrative Non-Status Sámi. According to the findings, Sámi-speaking Non-status Sámi identities and locations within the Sámi society are diverse. The study contributes to the discussion of decolonisation a new perspective from Indigenous people who have consciously started to revitalise Indigenous language and culture. Furthermore, the study shows the multidimensional nature of Indigenous identity and sheds light on marginalities in Indigenous communities.

scholarly journals Bilingual education, indigenous language and culture: the case of Apyãwa Tapirapé

2014 ◽  
Vol 14 (2) ◽  
pp. 335-351
Author(s):  
Maria Gorete Neto
Keyword(s):  
Bilingual Education ◽  
Indigenous Language ◽  
Language And Culture ◽  
Central Brazil ◽  
Continuous Evaluation ◽  
Indian Tribe ◽  
Language Survival ◽  
Successful School ◽  
Bilingual School ◽  
The Impact

Bilingual schools are recognized as an important resource to increase the chances of language survival but in many cases have proven to be ineffective. Within the Apyãwa Tapirapé Indian Tribe (central Brazil), an effective bilingual school does exist; however, this study shows that even a successful school brings complications for the community. Audio-recorded interviews, in which teachers and leaders discuss their bilingual school and its consequences for the Apyãwa Tapirapé people, reveal that they feel that the school has changed the Apyãwa Tapirapé lifestyle in both negative and positive ways. A continuous evaluation and ongoing reconstruction of educational aspects is proposed as a way to both attend to the needs and to relieve the worries of groups like the Apyãwa Tapirapé with respect to the impact of their school on the community.

scholarly journals Ahmed Indigenization of English Language in Ahmed Ali’s Twilight in Delhi

2021 ◽  
Vol 2 (1) ◽  
pp. 338-342
Author(s):  
Muhammad Shakeel Ur Rehman ◽  
Dr. Ihsan Ullah Khan ◽  
Dr. Abdul Karim Khan
Keyword(s):  
English Language ◽  
Indigenous Language ◽  
Modern World ◽  
The Novel ◽  
Dominant Language ◽  
Post Colonial ◽  
Language And Culture ◽  
Native Culture ◽  
Figures Of Speech ◽  
Pluralistic Approach

The study employed the theoretical approach of indigenization by Kachru in Ahmed Ali’s Twilight in Delhi. Indigenization is one of the fundamental components of decolonization adopted by post-colonial linguists to familiarize a local language in a race against the dominant language of colonizers (Kilickaya, 2009). Through this tool of indigenization, post-colonial writers and more specifically, Ahmed Ali represented the native culture, flora, and fauna of the sub-continent in the selected work to bring about a reconciliatory approach between the languages of the colonizer (English) with the language of inhabitants of the sub-content (Urdu). Therefore, the novelist indigenized the English language by weaving and embedding indigenous figures of speech, local terminologies, idioms, proverbs, and translation of compacted concepts of English and Urdu languages into each other in an endeavor to combat with the western thought. Hence, the article delves into the novel to unfold the multicultural reconciliatory approach that is possible only at the time when the voices of the indigenous language and culture are accommodated by the dominant language and culture of the colonizers. Arguably, the portrayal of reconciliation of the two languages and cultures in the sub-continent during the rule of the British in the novel may introduce a more pluralistic approach to survive in the modern world of globalization. The findings may help reach a better understanding between an indigenous language and an international language in the same culture in which local culture and language get equal manifestation.

scholarly journals Collective leadership and participation with indigenous matters: Redefining indigenous literacy

2018 ◽  
Vol 79 (7) ◽  
pp. 372
Author(s):  
Te Paea Paringatai
Keyword(s):  
Service Delivery ◽  
Academic Library ◽  
Ways Of Knowing ◽  
Research Library ◽  
Indigenous Language ◽  
Collective Leadership ◽  
Language And Culture ◽  
Leadership Management ◽  
Traditional Approaches ◽  
Management Services

Let’s say you work in a research or academic library that models traditional approaches to leadership, management, services and service delivery, and your library is interested in becoming a better workplace that attracted, retained, and developed indigenous staff, as well as transformed its service and service delivery to better include, involve, and implement indigenous language, culture, and ways of knowing. If it excelled at indigenous inclusion, how would people treat indigenous staff and students differently? What kinds of interactions would be visible in any new integrated service you developed? How would you reflect the local indigenous language and culture in your library? What kinds of new behaviors would be common? And what ingrained behaviors would be gone? If these questions raised concern or confusion, it may be that your academic or research library lacks the indigenous literacy required to make positive and sustainable transformation in this area; therefore, it is suggested that collective leadership and participation with indigenous matters will help address this.

scholarly journals Algorithmic Mimesis: Translation, Technology, Resistance

2018 ◽  
Vol 29 (2) ◽  
pp. 129-154 ◽  
Author(s):  
Stephen Slessor ◽  
Anne Sophie Voyer1
Keyword(s):  
Voice Recognition ◽  
Digital Age ◽  
Power Dynamics ◽  
Language And Culture ◽  
Textual Production ◽  
Critical Attention ◽  
Linguistic Transfer ◽  
Semantic Transfer ◽  
Recognition Software ◽  
Cultural Turn

Translation technologies often figure translation as a simple process of linguistic transfer from one code to another or as a question of selecting the correct matching segments from a database. The prominence of such technologies in the digital age has thus renewed discussions of fidelity and equivalence for translators. The critical attention given to broader cultural and textual contexts that came into focus with the cultural turn seems at risk of disappearing into cyberspace. However, the ongoing proliferation of textual production and reproduction also foregrounds the possibilities of variability and difference in repetition. Using the foibles of technology as catalysts for their own creative ventures, digital-age artists such as Urayoán Noel and Malinda Kathleen Reese channel deficiencies productively in their art, revealing the unsuspected potentials of digital technologies. Such a view of translation as creation challenges the commonplace notion that translation is a scientific act of “carrying across,” a purely semantic transfer that results in the (illusion of) identicality of source and target. Echoing Lévi-Strauss’s notion of “bricolage”—the means by which people retrieve and recombine cultural materials to create new content—Reese and Noel shatter the semantic shackles of identicality by using technology to retrieve and transform the material scraps of language and culture. Their art helps us reconceptualize translation and go beyond fixed notions of what a translation should be or do in terms of fidelity and equivalence. Their playful misuse of machine translation and voice-recognition software allows for a critical analysis of the tension between the universal and the particular as it relates to the act of translation, and does so in a way that uses formal experimentation and humour to resist traditional power dynamics.

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