Digital Transmission of Language and Culture: Rethinking Pedagogical Models for E‐Learning

Rau, D. Victoria; Yang, Meng-Chien

doi:10.1093/acprof:oso/9780199544547.003.0012

Cited by 3 publications

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“…Together with the legislative support of the Indigenous Language Development Act (Laws & Regulations Database of The Republic of China, 2023b), there have been continuous efforts in the past 20 years to improve Indigenous people's experience in education, including government-funded immersive nursery schools (i.e., language nests), immersion kindergartens, experimental immersion programs in elementary schools, as well as master-apprentice programs for adult Indigenous language learners (McNaught, 2021). Among these, the Indigenous Language Proficiency Test (ILPT), which rewards Indigenous applicants of high school and university entry with up to an additional 35% on their entrance exam scores, is particularly noteworthy (Extra Score Policy; Rau & Yang, 2007).…”

Section: Learning Indigenous Languages In Taiwanmentioning

confidence: 99%

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Huang,

Chan

2024

The Modern Language Journal

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This study responds to calls to reexamine the L2 motivational self system framework in order to understand motivations to learn languages other than English. Specifically, we explore Indigenous Taiwanese students’ heritage language learning motivation from a possible selves perspective. Following work on the rooted L2 self, the construct of the Indigenous heritage self is incorporated to capture the passion and conviction that motivates learners to maintain language use and revitalize cultural legacies. A nationwide questionnaire survey was administered to 293 indigenous Taiwanese high school students (aged 15–18). Exploratory factor analysis points to the need to include the Indigenous heritage self in an account of the motivation to learn endangered Indigenous languages. The composite elements of the Indigenous heritage self consist of goals focused on preserving the Indigenous language and cultures, as well as an emotional attachment to the heritage culture. Furthermore, multiple regression results show that learners’ Indigenous heritage self and ideal future self are significant contributors to motivational intensity and classroom engagement. Findings indicate that community‐based motivation is equally important as individual learners’ idealized future images in motivating Indigenous language learning. The article concludes by suggesting curriculum initiatives that incorporate motivational strategy instruction aimed at developing an ideal self for speaking the Indigenous language, bridging classroom content and the cultural immersive experiences that students have outside formal environments.

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Section: Learning Indigenous Languages In Taiwanmentioning

confidence: 99%

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Huang,

Chan

2024

The Modern Language Journal

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Two Ontological Approaches to Building an Intergrated Semantic Network for Yami ka-Verbs

Yang

Huang

Rau

2011

2011 International Conference on Asian Language Processing

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This paper describes a proposed ontological language processing system for integrating two semantic sets for a group of important verbs with the prefix Ka-in Yami, an Austronesian language in Taiwan. The two semantic sets represent two different classification approaches. One approach follows the concepts and rules of WordNet and the other uses the metaphors in Yami indigenous knowledge. The ontologies are used for classification and semantic integration. The results of implementation are used for building the Yami lexical database. This paper illustrates how the methodology and framework used in classifying Yami can be applied to Austronesia language processing.

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Analyzing and Classifying the Yami Emotion Phrases Using Ontological Structure and Computation

Yang

Rau

2012

2012 International Conference on Asian Language Processing

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this paper describes an approach for using an ontological structure to analyze Yami ika-emotion phrases. The study of the emotion phrases of the Austronesian language is still in a very early stage. In this study, we designed an approach of using an ontology to simulate the previous study on emotion and cognition of another Philippine language. Based on the implementation and experimental results, the proposed method was found to be able to obtain similar semantic functions by clustering the Yami emotion phrases into twelve conceptual domains for representing the Yami emotion. These results can help us find the strategy for analyzing and computing other similarly under-researched or endangered Austronesian languages.

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Digital Transmission of Language and Culture: Rethinking Pedagogical Models for E‐Learning

Cited by 3 publications

References 0 publications

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Two Ontological Approaches to Building an Intergrated Semantic Network for Yami ka-Verbs

Analyzing and Classifying the Yami Emotion Phrases Using Ontological Structure and Computation

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