Year: 2013
Type: article
Abstract: Although Indigenous language loss and revitalization are not new topics of academic work nor new areas of community activism (e.g., King, 2001; Grenoble & Whaley, 2006), increased attention has been paid in recent years to the ways that new technology can support efforts to teach and renew endangered languages such as Ojibwe. However, much of the work with Indigenous languages and technology thus far has been aimed at adults rather than children or families (e.g., Coronel-Molina, 2005). Addressing this gap, the current project examined how urban Ojibwe participants utilized computer-based language learning technology with their families at home. Specifically, we investigated how a particular multimedia tool might jumpstart communication in the Ojibwe language at home. During the two-month study, families were regularly video-taped using the software and participated in weekly audio-video recorded interviews regarding their language use and learning. Presented here is a fine-grained, qualitative analysis of two families’ language and technology use. Findings suggest that technology-based language learning was incorporated into existing family dynamics and was helpful in providing a starting point for learning and language use within established extended networks.
Source: Language learning & technology
DOI: 10.64152/10125/24513
Authors: Mary Hermes, Kendall A. King
Institution: University of Minnesota
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2095932476