Indigenous language revitalization, promotion, and education: function of digital technology

Abstract

Within the last two decades, there has been increased interest in how technology supports Indigenous language revitalization and reclamation efforts. This paper considers the effect technology has on Indigenous language learning and teaching, while conceptualizing how language educators, speakers, learners, and technology users holistically understand, skillfully apply and communicate creative and balanced technological solutions that are based on understanding of contextual factors. A total of 80 participants representing at least 47 Indigenous languages completed a survey in 2009 representing individuals, organizations, and institutions that serve one or more Indigenous language communities across the United States, (Marquesas Islands and Tuamotu Islands), and Russia. The data reveal the functions digital technology has in Indigenous language revitalization, which include (1) positive and supportive roles (2) concerns, constraints, and tensions, and (3) Indigenous language education. Regardless of the size of the community, opportunities for using technology in Indigenous language revitalization efforts are shaped by linguistic, cultural, social, economic, environmental, and technological factors as expressed in the technacy framework for language revitalization. Findings indicate that technology has wide and mostly positive applications in language learning and teaching, that the benefits of those applications remain consistent across communities regardless of size and geographic location, and that new and innovative uses of technology are being adopted to support language revitalization efforts. Overall, the study underscores the importance of context in making grounded decisions about technology as a component of contemporary language revitalization efforts.

Digital Realities of Indigenous Language Revitalization: A Look at Hawaiian Language Technology in the Modern World

“…Some Pueblos prohibit writing and the distribution of their Indigenous language in any form-visual, print or social-while other Pueblos are open to contemporary literacy practices (Huaman, Martin, & Chosa, 2016). However, studies have highlighted the positive aspects of technological use in Indigenous communities, including the new opportunities to archive, preserve, document, revitalize and maintain Indigenous languages (Carpenter et al, 2016;Dyson et al, 2007;Galla, 2009Galla, , 2016. Indigenous youth have increasingly become active users of digital technology and producers of digital media in an effort to archive, promote, document, and learn their Indigenous languages (see Carew, Green, Kral, Nordlinger, & Singer, 2015;Cru, 2015;Kral, 2010Kral, , 2011Kral, , 2012Rice, Haynes, Royce, & Thompson, 2016;Ryan, 2016;Wyman, McCarty, & Nicholas, 2014).…”

“…The aforementioned audio resources have captured stories, chants, songs, genealogies, ceremonies and other important activities conducted in the language of some Native speakers who are no longer with us. Their individual voices (along with background and environmental noises) are preserved in analog and/or digital formats-providing opportunities for families, community members, and language learners to hear authentic examples of speech through different media (Galla, 2016).…”

“…Digital technology provides a new medium to interact through and with the language and has an appeal to youth (Galla, 2010(Galla, , 2016. The skills that youth acquire as presumed "digital natives" (Brown & Czerniewicz, 2010;Prensky, 2001) are prized assets that contribute to community-based language education and revitalization efforts.…”

“…Digital technology has created new domains for engagement and interaction with Indigenous languages. The online presence of Indigenous languages raises their "social prestige in a community" (Ward & Genabith, 2003) in some way, such that these languages are worthy, relevant, and perceived as somewhat "normal" amidst languages of wider communication (Galla, 2010(Galla, , 2016. The goal should be to work toward normalizing the language in the local community, where the function of the Indigenous language matches or supersedes dominant and colonial languages in conversation, in education, arts, health, government, literature, and media, and in physical and virtual spaces.…”

“…Digital technologies used to document, archive, and teach language have also contributed to privacy concerns, cultural appropriation, misuse of control, and the manipulation (Delgado, 2003) of cultural knowledge. The recognition of digitial technology as both a barrier and enabler of language revitalization forms the basis for discussions on how new technology can be used to support Indigenous language education efforts while maintaining cultural integrity (Galla, 2016).…”