i-kiyohkātoyāhk (we visit): adapting nēhiyawēwin/nīhithawīwin (Cree) language learning to the COVID-19 reality

McIvor, Onowa; Sterzuk, Andrea; Cook, William

doi:10.1177/1177180120970938

Cited by 7 publications

(5 citation statements)

References 1 publication

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“…For example, the WLRP highlighted above also offers Kun8seeh, an online community where Wampanoag language learners can “engage with your language whenever you want, from wherever you want” ( www.kun8seeh.com/ ). Many more Indigenous communities, especially during the COVID-19 pandemic, have been using digital and online technologies to sustain and continue important community-based initiatives (McIvor et al, 2020 ; McIvor, Chew, & Stacey, 2020 ). Examples of community and land-based immersion classes and programs that went online due to COVID-19 are the nêhiyawak Language Experience for Cree learners (Daniels et al, 2022 ), or Eshki-Nishnaabemjig for Anishinaabemowin learners (Anishinabek News, 2020 ).…”

Section: The Impact Of Inequitable Language Planning and Policy On In...mentioning

confidence: 99%

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

Meighan

2023

Lang Policy

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Language planning and policy (LPP), as a field of research, emerged to solve the “problem” of multilingualism in newly independent nation-states. LPP’s principal emphasis was the reproduction of one-state, one-language policies. Indigenous languages were systematically erased through top-down, colonial medium-of-instruction policies, such as in Canadian residential schools. To this day, ideologies and policies still privilege dominant classes and languages at the expense of Indigenous and minoritized groups and languages. To prevent further erasure and marginalization, work is required at multiple levels. There is growing consensus that top-down, government-led LPP must occur alongside community-led, bottom-up LPP. One shared and common goal for Indigenous language reclamation and revitalization initiatives across the globe is to promote intergenerational language transmission in the home, the community, and beyond. The affordances of digital and online technologies are also being explored to foster more self-determined virtual communities of practice. Following an Indigenous research paradigm, this paper introduces the TEK-nology (Traditional Ecological Knowledge [TEK] and technology) pilot project in the Canadian context. TEK-nology is an immersive, community-led, and technology-enabled Indigenous language acquisition approach to support Anishinaabemowin language revitalization and reclamation. The TEK-nology pilot project is an example of bottom-up, community-based language planning (CBLP) where Indigenous community members are the language-related decision-makers. This paper demonstrates that Indigenous-led, praxis-driven CBLP, using TEK-nology, can support Anishinaabemowin language revitalization and reclamation and more equitable, self-determined LPP. The CBLP TEK-nology project has implications for status and acquisition language planning; culturally responsive LPP methodologies; and federal, provincial, territorial, and family language policy.

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Section: The Impact Of Inequitable Language Planning and Policy On In...mentioning

confidence: 99%

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

Meighan

2023

Lang Policy

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“…Since the onset of the pandemic, those involved in ILR work have turned to language as a source of “comfort, wisdom, and guidance” ( Chew, 2021 , p. 279) while also innovating to find new ways forward under unprecedented circumstances. Many ILR practitioners used social media as a space to connect around shared commitments to language ( Chew, 2021 ; Gallant, 2021 ), as well as video conferencing to facilitate online language learning and teaching ( Chew, 2021 ; Daurio & Turin, 2022 ; Enari, 2021 ; McIvor, Chew, & Stacey, 2020 ; McIvor, Sterzuk, & Cook, 2020 ). Some communities turned to land-based education in the wake of school closures ( Brant-Birioukov, 2021 ).…”

Section: Indigenous Persistence During the Covid-19 Pandemicmentioning

confidence: 99%

“…During the COVID-19 pandemic, Indigenous communities have persisted in language work ( Chew, 2021 ; Enari & Fa’aea, 2020 ; Gallant, 2021 ; McIvor, Chew, & Stacey, 2020 ; McIvor, Sterzuk, & Cook, 2020 ), demonstrating “collective innovations and resilience” ( Enari & Matapo, 2020 , p. 7). It is “persistent and resilient cultural, linguistic, and traditional survival that has led to an ongoing presence and survivance” during this moment ( Rowe et al, 2020 , p. 89).…”

Section: Introductionmentioning

confidence: 99%

Persistence in Indigenous language work during the COVID-19 pandemic

Chew

McIvor

Hemlock

et al. 2022

AlterNative: An International Journal of Indigenous Peoples

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Through the COVID-19 pandemic, Indigenous communities have persisted in Indigenous language revitalization and reclamation efforts. This research utilized a scan of social media, a survey, and interviews, conducted in the summer and fall of 2020 and primarily focused on Canada, to explore: What shifts to support Indigenous language work occurred during the early months of the COVID-19 pandemic? and What were the impacts of these shifts on Indigenous language revitalization and reclamation? This article discusses six cross-cutting themes: (a) shifting and adapting language work to ensure community health and safety, (b) building capacity to make necessary shifts and adaptations, (c) facing challenges in shifting online, (d) promoting Indigenous languages online and in community, (e) creating and sharing language resources as alternative or increased activity, and (f) (re-)envisioning language education and pedagogy in a pandemic time. These themes exemplify Indigenous persistence in Indigenous language revitalization and reclamation work during the pandemic.

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“…With ever more Indigenous language learners and teachers living outside of traditional territories for reasons that include colonial dislocation, employment opportunity, healthcare, and education, ensuring that communities have accessible language learning resources is a critical factor in successful Indigenous language revitalization (Daigneault 2020;Galla 2016;Maestro, Dupont, and Friesen 2019). Our commitment to accessibility as a practice and as a method was thus both a function of accommodating the circumstances of the pandemic and a way for us to model how digital resources are increasingly mobilized to support Indigenous language reclamation and revitalization (Anderson and Christen 2013;Carpenter et al 2021;Chew 2021;McIvor, Sterzuk, and Cook 2020;Enari and Matapo 2020).…”

Section: Principles For Online Teaching and Learningmentioning

confidence: 99%

Teaching Indigenous Language Revitalization over Zoom

Daurio

Turin

2022

KULA

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In this teaching reflection, co-authored by an instructor and a teaching assistant, we consider some of the unanticipated openings for deeper engagement that the “pivot” to online teaching provided as we planned and then delivered an introductory course on Indigenous language documentation, conservation, and revitalization from September to December 2020. We engage with the fast-growing literature on the shift to online teaching and contribute to an emerging scholarship on language revitalization mediated by digital technologies that predates the global pandemic and will endure beyond it. Our commentary covers our preparation over the summer months of 2020 and our adaptation to an entirely online learning management system, including integrating what we had learned from educational resources, academic research, and colleagues. We highlight how we cultivated a learning environment centered around flexibility, compassion, and responsiveness, while acknowledging the challenges of this new arrangement for instructors and students alike. Finally, as we reflect on some of the productive aspects of the online teaching environment—including adaptable technologies, flipped classrooms, and the balance between synchronous and asynchronous class meetings—we ask which of these may be constructively incorporated into face-to-face classrooms when in-person teaching resumes once more.

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i-kiyohkātoyāhk (we visit): adapting nēhiyawēwin/nīhithawīwin (Cree) language learning to the COVID-19 reality

Cited by 7 publications

References 1 publication

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

“What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology

Persistence in Indigenous language work during the COVID-19 pandemic

Teaching Indigenous Language Revitalization over Zoom

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