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<p class=MsoNormal><span lang=I-SAMI-NO style='font-size:11.0pt;color:#1F497D'>I
agree with the arguments here below. I want to share with you some experiences
from the Sámi societ</span><span lang=EN-US style='font-size:11.0pt;color:#1F497D'>y
in Northern Europe. My own experience with three bilingual (actually
thrilingual) children is that the kindergardens have a very crucial function in
language use and revitalization as well. The language use is connected to bilateral
communication and the language is connected to a person. In practice this means
that you connect a person with a specific language. If the children have a
possibility to use their native language with their friends e.g. in
kindergardens, they usually make very strong language contacts. These contacts
will better hold also when children start the school, because you don’t
usually change the language after learned to use one language with one specific
person. <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;color:#1F497D'>In S</span><span
lang=I-SAMI-NO style='font-size:11.0pt;color:#1F497D'>ámi societ</span><span
lang=EN-US style='font-size:11.0pt;color:#1F497D'>y, there have been a lot of
struggle to get TV-programs for Sá</span><span lang=I-SAMI-NO style='font-size:
11.0pt;color:#1F497D'>mi children. No</span><span lang=EN-US style='font-size:
11.0pt;color:#1F497D'>wadays there are some programs which are very, very
important for children but they don’t work as an only language teacher!
When the kids get older and they begin to chat via internet, we try to courage them
to use as much as possible their native Sami language, not just majority
languages Norwegian, Finnish or Swedish languages. Chatting is a very good way
to get children – also boys !! – to use their native language in a written
form!! They don’t even realize they are practicing their written language
(and at the same time also reading the language when friends answer). </span><span
lang=EN-US style='font-size:11.0pt;color:#1F497D'> </span><span lang=EN-US
style='font-size:11.0pt;color:#1F497D'>In my opinion the use of this kind of
technology in native languages needs also consciousness of parents and teachers.
<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;color:#1F497D'>with
regards Kaisa Rautio Helander, Guovdageaidnu, Norway<o:p></o:p></span></p>
<div>
<p class=MsoNormal><span lang=I-SAMI-NO style='font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span lang=I-SAMI-NO style='font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p>
</div>
<p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;color:#1F497D'><o:p> </o:p></span></p>
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<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";
color:windowtext'>Fra:</span></b><span style='font-size:10.0pt;font-family:
"Tahoma","sans-serif";color:windowtext'> Indigenous Languages and Technology
[mailto:ILAT@LISTSERV.ARIZONA.EDU] <b>På vegne av</b> Rolland Nadjiwon<br>
<b>Sendt:</b> 1. november 2009 20:56<br>
<b>Til:</b> ILAT@LISTSERV.ARIZONA.EDU<br>
<b>Emne:</b> Re: [ILAT] Question on assessing technology for endangered
language communities<o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<p class=MsoNormal>...a very strong and well put point...I can use your
statement if that is ok with you. I will be doing a Summer course entitled,
'ancestral memory'. I think your idea is relevant. Also, can posts from ILAT be
used or forwarded outside the list. I would like to send this on to ones I know
involved in language and culture programs. Is there some protocol for this.<br>
<br>
<o:p></o:p></p>
<pre>-------<o:p></o:p></pre><pre>wahjeh<o:p></o:p></pre><pre>rolland nadjiwon<o:p></o:p></pre>
<p class=MsoNormal><br>
<br>
MJ Hardman wrote: <o:p></o:p></p>
<pre>Agreed. MJ<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>On 11/1/09 1:53 PM, "Dan Harvey" <a
href="mailto:HarveyD@SOU.EDU"><HarveyD@SOU.EDU></a> wrote:<o:p></o:p></pre><pre><o:p> </o:p></pre><pre> <o:p></o:p></pre>
<blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'><pre>This is a topic that, as one engaged in technology, I've thought quite a bit<o:p></o:p></pre><pre>about. Technology has its place, but it also has its limits. Technology cannot<o:p></o:p></pre><pre>create fluent speakers or revitalize languages. This can only happen when<o:p></o:p></pre><pre>children begin to consistently speak the languages in the homes, and when the<o:p></o:p></pre><pre>languages are taught in immersive nests as the Hawaiians have successfully<o:p></o:p></pre><pre>demonstrated. This is a serious issue because language and culture are<o:p></o:p></pre><pre>intertwined; if the languages go, so will the culture.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Technology simply is a tool that one can either choose to use or not. To say<o:p></o:p></pre><pre>that technology can revitalize language is like saying that a hammer can build<o:p></o:p></pre><pre>a house. This being said, technology definitely has its place. When Phil<o:p></o:p></pre><pre>digitized the wax recordings of a Chief Joseph speech, it connected the<o:p></o:p></pre><pre>current generation to the past in a way that would not otherwise have been<o:p></o:p></pre><pre>possible. Even the written systems themselves are a form of technology.<o:p></o:p></pre><pre>Without the dictionary archives, many languages would already have been lost.<o:p></o:p></pre><pre>The Internet, email, and mobile devices have the potential to connect people<o:p></o:p></pre><pre>being separated by distance and give them the ability to communicate using<o:p></o:p></pre><pre>indigenous languages should they use these things for that purpose. Language<o:p></o:p></pre><pre>games and lessons distributed by CD, Web, and Smart phones offer ways to<o:p></o:p></pre><pre>engage the youth.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Perhaps the question is framed incorrectly. Instead of evaluating whether<o:p></o:p></pre><pre>technology has or has not been effective, a better way is to ask: can it<o:p></o:p></pre><pre>contribute in a positive way, and what way might that be?<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Thanks for listening, dan<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre> <o:p></o:p></pre>
<blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'>
<blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'>
<blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'><pre>"s.t. bischoff" <a
href="mailto:bischoff.st@GMAIL.COM"><bischoff.st@GMAIL.COM></a> 11/1/2009 8:15 AM >>><o:p></o:p></pre><pre> <o:p></o:p></pre></blockquote>
</blockquote>
</blockquote>
<pre>Along perhaps a similar vein, I wonder if archival websites or online<o:p></o:p></pre><pre>dictionaries are being accessed. We've seen some great sights posted<o:p></o:p></pre><pre>recently on ILAT, is anyone keeping track of hits or usage?<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Shannon<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>On Sat, Oct 31, 2009 at 8:26 PM, Richard Zane Smith <a
href="mailto:rzs@wildblue.net"><rzs@wildblue.net></a>wrote:<o:p></o:p></pre><pre><o:p> </o:p></pre><pre> <o:p></o:p></pre>
<blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'><pre>Susan,<o:p></o:p></pre><pre>such a good question. I'm kinda waitin' for a good answer on this one too.<o:p></o:p></pre><pre>and more specificly:<o:p></o:p></pre><pre>Is there evidence yet, that all the high tech stuff is helping with<o:p></o:p></pre><pre>fluency?<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Richard,<o:p></o:p></pre><pre>Wyandotte Oklahoma<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre>On Fri, Oct 30, 2009 at 1:53 PM, Susan Penfield<o:p></o:p></pre><pre><a
href="mailto:susan.penfield@gmail.com"><susan.penfield@gmail.com></a>wrote:<o:p></o:p></pre><pre><o:p> </o:p></pre><pre> <o:p></o:p></pre>
<blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'><pre>QUESTION:<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Has anyone done any specific research addressing the question of how<o:p></o:p></pre><pre>technology (broadly) is impacting indigenous language communities? And / or<o:p></o:p></pre><pre>how it is specifically being assessed, in terms of community involvement,<o:p></o:p></pre><pre> as an instrument for either documenting or revitalizing endangered<o:p></o:p></pre><pre>languages?<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Any input appreciated!<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Susan<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>--<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>****************************************************************************<o:p></o:p></pre><pre>******************<o:p></o:p></pre><pre>Susan D. Penfield, Ph.D.<o:p></o:p></pre><pre>(Currently on leave to the National Science Foundation.<o:p></o:p></pre><pre>E-mail: <a
href="mailto:spenfiel@nsf.gov">spenfiel@nsf.gov</a><o:p></o:p></pre><pre>Phone at NSF: 703-292-4535)<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre>Department of English (Primary)<o:p></o:p></pre><pre>Faculty affiliate in Linguistics, Language, Reading and Culture,<o:p></o:p></pre><pre>Second Language Acquisition and Teaching (SLAT),<o:p></o:p></pre><pre>American Indian Language Development Institute (AILDI)<o:p></o:p></pre><pre>The Southwest Center<o:p></o:p></pre><pre>University of Arizona,<o:p></o:p></pre><pre>Tucson, Arizona 85721<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre> <o:p></o:p></pre></blockquote>
</blockquote>
</blockquote>
<pre><o:p> </o:p></pre><pre> <o:p></o:p></pre></div>
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