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.

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

2018 ◽  
Vol 10 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Marguerite Koole ◽  
Kevin wâsakâyâsiw Lewis
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Language Teachers ◽  
Indigenous Language ◽  
Western Canada ◽  
Learning Tools ◽  
Technological Characteristics ◽  
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 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.

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.

scholarly journals Imagining University/Community Collaborations as Third Spaces to Support Indigenous Language Revitalization

2019 ◽  
Vol 21 (4) ◽  
pp. 45-67
Author(s):  
Leisa Desmoulins ◽  
Melissa Oskineegish ◽  
Kelsey Jaggard
Keyword(s):  
Language Learning ◽  
Language Revitalization ◽  
Third Space ◽  
Language Instruction ◽  
Indigenous Language ◽  
Community Based ◽  
Indigenous Language Revitalization ◽  
Development Of Language ◽  
To Come ◽  
Indigenous Educators

This paper explores the development of language instruction programs in universities to support Indigenous language revitalization. Eleven Indigenous educators shared rich insights through interviews. Their visions called for language learning that is functional, inseparable from land-based learning, and within multigenerational learning environments led by Elders. Building on these visions, the authors imagined a third space—an Indigenous-led, in-between space—to discuss the potentialities for universities and local communities to come together. The discussion offers strategies for a third space where universities support language revitalization in communities through co-programming, community-based courses in functional, immersive settings guided by Elders, and an online site for additional supports.

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.

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 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 Indigenous language learning impacts, challenges and opportunities in COVID-19 times

2020 ◽  
Vol 16 (4) ◽  
pp. 409-412
Author(s):  
Onowa McIvor ◽  
Kari AB Chew ◽  
Kahtehrón:ni Iris Stacey
Keyword(s):  
Global Health ◽  
Language Learning ◽  
Language Teachers ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Human Populations ◽  
Daily Lives ◽  
Health Crisis ◽  
Challenges And Opportunities ◽  
The Usa

In March 2020, the COVID-19 global health crisis caused disruption to the daily lives and regular practices of most human populations. Indigenous language revitalization (ILR) work is often undertaken face-to-face and regularly includes the most elderly populations in our communities. Therefore, ILR activities that were not already online were vastly affected. The authors of this Situation Report are three Indigenous colleagues, scholars, language teachers, learners and co-activists in the on-going efforts toward the reclaiming, maintaining, and reviving of Indigenous languages across the lands now known as Canada and the USA. We describe the early impacts, challenges and foreseeable opportunities this current global health crisis brings to the critical work of continuing Indigenous languages into the future.

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.

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