scholarly journals A A framework for designing pedagogical materials in Indigenous languages: examples from Brazil and Mexico

Tellus ◽  
2021 ◽  
pp. 145-166
Author(s):  
Luiz Amaral
Keyword(s):  
Latin America ◽  
Language Revitalization ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Indigenous Language Revitalization ◽  
Instructional Settings

Many language revitalization programs in Latin America rely heavily on instructional settings that require some sort of pedagogical materials. One of the primary challenges for such programs is to produce these materials and incorporate them into consistent practices. This paper presents a framework that can be used to assess the needs and justify the design choices for books, dictionaries, grammars and multimedia products to be incorporated into indigenous language revitalization programs. The examples used to illustrate the deployment of such framework come from two projects, one in Brazil and one in Mexico, to prepare pedagogical grammars in multiple indigenous languages.

scholarly journals A A framework for designing pedagogical materials in Indigenous languages: examples from Brazil and Mexico

Tellus ◽  
2021 ◽  
pp. 145-166
Author(s):  
Luiz Amaral
Keyword(s):  
Latin America ◽  
Language Revitalization ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Indigenous Language Revitalization ◽  
Instructional Settings

Many language revitalization programs in Latin America rely heavily on instructional settings that require some sort of pedagogical materials. One of the primary challenges for such programs is to produce these materials and incorporate them into consistent practices. This paper presents a framework that can be used to assess the needs and justify the design choices for books, dictionaries, grammars and multimedia products to be incorporated into indigenous language revitalization programs. The examples used to illustrate the deployment of such framework come from two projects, one in Brazil and one in Mexico, to prepare pedagogical grammars in multiple indigenous languages.

Designing Indigenous Language Revitalization

2012 ◽  
Vol 82 (3) ◽  
pp. 381-402 ◽  
Author(s):  
Mary Hermes ◽  
Megan Bang ◽  
Ananda Marin
Keyword(s):  
Native American ◽  
Knowledge Production ◽  
Design Research ◽  
Language Revitalization ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Culturally Relevant Curriculum ◽  
Community Based Research ◽  
Indigenous Language Revitalization

Endangered Indigenous languages have received little attention within the American educational research community. However, within Native American communities, language revitalization is pushing education beyond former iterations of culturally relevant curriculum and has the potential to radically alter how we understand culture and language in education. Situated within this gap, Mary Hermes, Megan Bang, and Ananda Marin consider the role of education for Indigenous languages and frame specific questions of Ojibwe revitalization as a part of the wider understanding of the context of community, language, and Indigenous knowledge production. Through a retrospective analysis of an interactive multimedia materials project, the authors present ways in which design research, retooled to fit the need of communities, may inform language revitalization efforts and assist with the evolution of community-based research design. Broadly aimed at educators, the praxis described in this article draws on community collaboration, knowledge production, and the evolution of a design within Indigenous language revitalization.

Mobile Learning as a Tool for Indigenous Language Revitalization and Sustainability in Canada

2020 ◽  
pp. 520-532
Author(s):  
Marguerite Koole ◽  
Kevin wâsakâyâsiw Lewis
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Language Revitalization ◽  
Language Teachers ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Learning Tools ◽  
Indigenous Language Revitalization ◽  
Indigenous Groups ◽  
The University

In this article, the authors explore how mobile learning can complement the Certificate of Indigenous Languages program at the University of Saskatchewan in Western Canada. Through the FRAME model analysis, the authors extract salient cultural, pedagogical, environmental, and technological characteristics that should be considered in the development of mobile learning tools and approaches for Cree language teachers. It is hoped that this article will stimulate a dialogue amongst designers and Indigenous groups regarding language sustainability through mobile learning. The article concludes with key findings: the need to follow protocols, to establish good relationships, and to design for areas of low/no bandwidth. Finally, the examination of current Indigenous language learning methods provides ideas for the development of much needed “apps” appropriate for Cree learners and teachers.

scholarly journals Decolonizing the digital landscape: the role of technology in Indigenous language revitalization

2021 ◽  
pp. 117718012110376
Author(s):  
Paul J Meighan
Keyword(s):  
Local Community ◽  
Language Revitalization ◽  
Indigenous Communities ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Ongoing Research ◽  
Use Of Technology ◽  
Indigenous Language Revitalization ◽  
Digital Landscape

Due to colonization and imperialism, Indigenous languages continue to be threatened and endangered. Resources to learn Indigenous languages are often severely limited, such as a lack of trained or proficient teachers. Materials which follow external standards or Western pedagogies may not meet the needs of the local community. One common goal for Indigenous language revitalization initiatives is to promote intergenerational language transmission and use in multiple social domains, such as the home. Could the use of technology assist in Indigenous language revitalization? And what would be its role? This article, emerging from ongoing research, aims to synthesize some key takeaways on the role of digital and online technologies in Indigenous language revitalization over the past three decades since the foundation of the World Wide Web in 1989. The article highlights how Indigenous communities, content creators, scholars and visionaries have contributed to an ongoing decolonization of the digital landscape.

scholarly journals Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

2020 ◽  
Vol 40 ◽  
pp. 78-96
Author(s):  
Onowa McIvor
Keyword(s):  
Language Learning ◽  
Academic Discipline ◽  
Language Revitalization ◽  
Applied Linguistics ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Specific Knowledge ◽  
Academic Field ◽  
Indigenous Language Revitalization ◽  
Shared Futures

AbstractDamages done to Indigenous languages occurred due to colonial forces, some of which continue to this day, and many believe efforts to revive them should involve more than Indigenous peoples alone. Therefore, the need for learning Indigenous languages as “additional” languages is a relatively new societal phenomenon and Indigenous language revitalization (ILR) an emerging academic field of study. As the ILR body of literature has developed, it has become clear that this work does not fit neatly into any single academic discipline. While there have been substantial contributions from linguistics and education, the study and recovery of Indigenous languages are necessarily self-determined and self-governing. Also, due to the unique set of circumstances, contexts, and, therefore, solutions needed, it is argued that this discipline is separate from, yet connected to, others. Applied linguists hold specific knowledge and skills that could be extended to ILR toward great gains. This paper explores current foci within ILR, especially concepts, theories, and areas of study that connect applied linguistics and Indigenous language learning. The intention of this paper is to consider commonalities, differences, current and future interests for shared consideration of the potential of collaborations, and partnerships between applied linguistics and ILR scholars.

A Discourse Analytic Approach to Practices of Hawaiian Language Revitalization in the Mass Media

2021 ◽  
pp. 156-178
Author(s):  
Toshiaki Furukawa
Keyword(s):  
Language Ideologies ◽  
Language Revitalization ◽  
Analytic Approach ◽  
Indigenous Language ◽  
Hawaiian Language ◽  
Spoken Discourse ◽  
Indigenous Language Revitalization ◽  
Audio Recordings ◽  
Policy And Planning ◽  
Shed Light

Scholars of language policy and planning (LPP) have recently started using ethnographic and discourse-analytic methods. Examining the collaborative sense-making activity of language users can shed light on how they construct their version or versions of reality by using semiotic resources, creating intertextual links, and referring to language ideologies. This study investigates an under-researched area in LPP: spoken discourse in media talk, specifically in media involved in indigenous language revitalization in Hawaiʻi. Using audio recordings of Ka Leo Hawaiʻi (The Hawaiian Voice) broadcast from the 1970s for over 25 years, the study explores the multilingual practices of the hosts, the guests, and the call-in listeners of the translingual contact zone of this Hawaiian language radio show by analyzing these participants' metapragmatic comments on the use of English and their bivalent utterances.

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