<div><br><span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal"> Thanks to everyone who has contributed to this thread. As Garry points out, "<span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal">There </span>certainly is much written and used with technology and second language acquisition, so I see no reason why it would not be as effective for language preservation and revitalization."</span></div>
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<div><span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal">AND YET-- there is very little application of any recent SLA techniques, methods, strategies and research aimed at revitalization contexts. (particularly the latter -- research on second language learning in revitalization contexts is rare ....) -- Without it, it seems to me, communities will continue to struggle to find the best ways to teach indigenous languages (with or without technology).</span></div>
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<div><span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal">Susan</span></div>
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<div><span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal"></span>On Mon, Nov 2, 2009 at 11:06 AM, Garry Forger <span dir="ltr"><<a href="mailto:gforger@email.arizona.edu">gforger@email.arizona.edu</a>></span> wrote:<br>
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<h2><span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal">I can’t speak to the efficacy of this article but I did find this. </span></h2>
<h2><span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal">Language, Learning & Technology, Vol. 6, 2002, May 2002. Integrating Technology into Minority Language Preservation and Teaching Efforts: An Inside Job. Daniel J. Villa, New Mexico State University. <a href="http://llt.msu.edu/vol6num2/pdf/villa.pdf" target="_blank">http://llt.msu.edu/vol6num2/pdf/villa.pdf</a></span></h2>
<h2><span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal">There certainly is much written and used with technology and second language acquisition, so I see no reason why it would not be as effective for language preservation and revitalization. It just appears that there has not been a lot published, so a field waiting to be explored. I think that certainly technology and language preservation would be important, but that the technology should not replace the human interaction that is the most important for keeping the language in context. </span></h2>
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<h2><span style="FONT-SIZE: 12pt; FONT-WEIGHT: normal">Garry Forger</span></h2>
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<p class="MsoNormal"><b><span style="FONT-SIZE: 10pt">From:</span></b><span style="FONT-SIZE: 10pt"> Indigenous Languages and Technology [mailto:<a href="mailto:ILAT@LISTSERV.ARIZONA.EDU" target="_blank">ILAT@LISTSERV.ARIZONA.EDU</a>] <b>On Behalf Of </b>Richard Zane Smith<br>
<b>Sent:</b> Saturday, October 31, 2009 5:27 PM
<div class="im"><br><b>To:</b> <a href="mailto:ILAT@LISTSERV.ARIZONA.EDU" target="_blank">ILAT@LISTSERV.ARIZONA.EDU</a><br></div><b>Subject:</b> Re: [ILAT] Question on assessing technology for endangered language communities</span>
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<p class="MsoNormal">Susan,</p>
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<p class="MsoNormal">such a good question. I'm kinda waitin' for a good answer on this one too.</p></div>
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<p class="MsoNormal">and more specificly:</p>
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<p class="MsoNormal">Is there evidence yet, that all the high tech stuff is helping with fluency?</p></div>
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<p class="MsoNormal">Richard,</p></div>
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<p class="MsoNormal">Wyandotte Oklahoma</p></div>
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<p class="MsoNormal">On Fri, Oct 30, 2009 at 1:53 PM, Susan Penfield <<a href="mailto:susan.penfield@gmail.com" target="_blank">susan.penfield@gmail.com</a>> wrote:</p>
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<p class="MsoNormal">Has anyone done any specific research addressing the question of how technology (broadly) is impacting indigenous language communities? And / or how it is specifically being assessed, in terms of community involvement, as an instrument for either documenting or revitalizing endangered languages?</p>
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<p class="MsoNormal">Any input appreciated!</p></div>
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<p style="MARGIN-BOTTOM: 12pt" class="MsoNormal">Susan<br clear="all"><br>-- <br>**********************************************************************************************<br>Susan D. Penfield, Ph.D.<br>(Currently on leave to the National Science Foundation.<br>
E-mail: <a href="mailto:spenfiel@nsf.gov" target="_blank">spenfiel@nsf.gov</a><br>Phone at NSF: 703-292-4535)<br><br><br>Department of English (Primary)<br>Faculty affiliate in Linguistics, Language, Reading and Culture, <br>
Second Language Acquisition and Teaching (SLAT), <br>American Indian Language Development Institute (AILDI)<br>The Southwest Center<br>University of Arizona,<br>Tucson, Arizona 85721<br><br></p></div></div>
<p class="MsoNormal"> </p></div></div></div></div></div></blockquote></div><br><br clear="all"><br>-- <br>**********************************************************************************************<br>Susan D. Penfield, Ph.D.<br>
(Currently on leave to the National Science Foundation.<br>E-mail: <a href="mailto:spenfiel@nsf.gov">spenfiel@nsf.gov</a><br>Phone at NSF: 703-292-4535)<br><br><br>Department of English (Primary)<br>Faculty affiliate in Linguistics, Language, Reading and Culture, <br>
Second Language Acquisition and Teaching (SLAT), <br>American Indian Language Development Institute (AILDI)<br>The Southwest Center<br>University of Arizona,<br>Tucson, Arizona 85721<br><br><br>