Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
Hermes, Mary King, Kendall A.
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.
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Hermes, M. & King, K. A. (2013). Ojibwe language revitalization, multimedia technology, and family language learning. Language Learning & Technology, 17(1), 125–144. http://dx.doi.org/10125/24513
Language Learning & Technology
University of Hawaii National Foreign Language Resource Center Michigan State University Center for Language Education and Research
Language Learning & Technology, Volume 17, Number 1
Ojibwe Language Revitalization Multimedia Technology Indigenous Native American Language Renewal
Ojibwe language revitalization, multimedia technology, and family language learning