35 Digital tools for language revitalization
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Ashleigh Surma
Abstract
As digital media and online spaces are becoming increasingly important, so also have digital tools accessed via computers and mobile devices become a significant component of many language revitalization efforts. In this chapter, we discuss several types of digital tools commonly employed in language revitalization and highlight specific examples of how such tools have been utilized in and adapted to Indigenous North American contexts. In § 1, we consider general advantages and challenges in the development and use of digital tools for language revitalization. In § 2 we discuss relevant factors in the choice to use digital tools in specific contexts. We emphasize that such a decision is a deliberate activity and recognize that the appropriateness of using various technologies in a given community is determined by a myriad of linguistic, cultural, social, technological, environmental, and economic factors (Galla 2009). In § 3, we review examples of digital tools for language revitalization in four categories and discuss how each can be leveraged to meet common needs in language revitalization work. These categories are: learning apps (§ 3.1), dictionaries and reference materials (§ 3.2), geo-mapping and place names (§ 3.3), and interactive online spaces (§ 3.4), including interactive storytelling and video games/gaming. While we recognize that these tools are not a panacea for the multifaceted challenges of language revitalization, we conclude that, when employed thoughtfully, digital tools can bring flexibility and dynamism in support of language revitalization efforts.
Abstract
As digital media and online spaces are becoming increasingly important, so also have digital tools accessed via computers and mobile devices become a significant component of many language revitalization efforts. In this chapter, we discuss several types of digital tools commonly employed in language revitalization and highlight specific examples of how such tools have been utilized in and adapted to Indigenous North American contexts. In § 1, we consider general advantages and challenges in the development and use of digital tools for language revitalization. In § 2 we discuss relevant factors in the choice to use digital tools in specific contexts. We emphasize that such a decision is a deliberate activity and recognize that the appropriateness of using various technologies in a given community is determined by a myriad of linguistic, cultural, social, technological, environmental, and economic factors (Galla 2009). In § 3, we review examples of digital tools for language revitalization in four categories and discuss how each can be leveraged to meet common needs in language revitalization work. These categories are: learning apps (§ 3.1), dictionaries and reference materials (§ 3.2), geo-mapping and place names (§ 3.3), and interactive online spaces (§ 3.4), including interactive storytelling and video games/gaming. While we recognize that these tools are not a panacea for the multifaceted challenges of language revitalization, we conclude that, when employed thoughtfully, digital tools can bring flexibility and dynamism in support of language revitalization efforts.
Chapters in this book
- Frontmatter I
- Preface V
- Table of contents VII
-
VII Language revitalization
- 32 Reviving languages: Outcomes of a Mentor-Apprentice style learning study 717
- 33 Child and child-directed speech in North American languages 741
- 34 Decolonizing Indigenous language pedagogies: Additional language learning and teaching 767
- 35 Digital tools for language revitalization 789
- 36 Using archival materials for language reclamation 807
- 37 Changing notions of fieldwork 823
-
VIII Language families and isolates
- 38 Inuit-Yupik-Unangan: An overview of the language family 843
- 39 Dene – Athabaskan 875
- 40 Algonquian 931
- 41 Michif 951
- 42 Tsimshianic 985
- 43 Wakashan Languages 1013
- 44 Salish 1053
- 45 Chinookan family, with special reference to Kiksht and notes on Chinuk Wawa 1115
- 46 Sahaptian 1139
- 47 Karuk 1169
- 48 Wáˑšiw 1201
- 49 Pomoan 1223
- 50 California languages: Isolates and other languages 1247
- 51 Chumashan 1275
- 52 Yuman 1303
- 53 Uto-Aztecan 1333
- 54 Kiowa-Tanoan 1361
- 55 Caddoan 1407
- 56 Sketch of the Siouan Language Family 1447
- 57 Chitimacha 1519
- 58 Tunica 1545
- 59 Muskogean 1577
- 60 Iroquoian 1601
- 61 Unclassified languages 1627
- List of Authors 1649
- Index of languages 1673
- Index of names 1685
- Index of subjects 1695
Chapters in this book
- Frontmatter I
- Preface V
- Table of contents VII
-
VII Language revitalization
- 32 Reviving languages: Outcomes of a Mentor-Apprentice style learning study 717
- 33 Child and child-directed speech in North American languages 741
- 34 Decolonizing Indigenous language pedagogies: Additional language learning and teaching 767
- 35 Digital tools for language revitalization 789
- 36 Using archival materials for language reclamation 807
- 37 Changing notions of fieldwork 823
-
VIII Language families and isolates
- 38 Inuit-Yupik-Unangan: An overview of the language family 843
- 39 Dene – Athabaskan 875
- 40 Algonquian 931
- 41 Michif 951
- 42 Tsimshianic 985
- 43 Wakashan Languages 1013
- 44 Salish 1053
- 45 Chinookan family, with special reference to Kiksht and notes on Chinuk Wawa 1115
- 46 Sahaptian 1139
- 47 Karuk 1169
- 48 Wáˑšiw 1201
- 49 Pomoan 1223
- 50 California languages: Isolates and other languages 1247
- 51 Chumashan 1275
- 52 Yuman 1303
- 53 Uto-Aztecan 1333
- 54 Kiowa-Tanoan 1361
- 55 Caddoan 1407
- 56 Sketch of the Siouan Language Family 1447
- 57 Chitimacha 1519
- 58 Tunica 1545
- 59 Muskogean 1577
- 60 Iroquoian 1601
- 61 Unclassified languages 1627
- List of Authors 1649
- Index of languages 1673
- Index of names 1685
- Index of subjects 1695
