SV: [ILAT] Question on assessing technology for endangered language communities

Sun Nov 1 20:30:35 UTC 2009

I agree with the arguments here below. I want to share with you some experiences from the Sámi society 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.

In Sámi society, there have been a lot of struggle to get TV-programs for Sámi children. Nowadays 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).  In my opinion the use of this kind of technology in native languages needs also consciousness of parents and teachers.

with regards Kaisa Rautio Helander, Guovdageaidnu, Norway

Fra: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] På vegne av Rolland Nadjiwon
Sendt: 1. november 2009 20:56
Til: ILAT at LISTSERV.ARIZONA.EDU
Emne: Re: [ILAT] Question on assessing technology for endangered language communities

...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.

-------

wahjeh

rolland nadjiwon

MJ Hardman wrote:

Agreed.  MJ

On 11/1/09 1:53 PM, "Dan Harvey" <HarveyD at SOU.EDU><mailto:HarveyD at SOU.EDU> wrote:

This is a topic that, as one engaged in technology, I've thought quite a bit

about. Technology has its place, but it also has its limits. Technology cannot

create fluent speakers or revitalize languages. This can only happen when

children begin to consistently speak the languages in the homes, and when the

languages are taught in immersive nests as the Hawaiians have successfully

demonstrated. This is a serious issue because language and culture are

intertwined; if the languages go, so will the culture.

Technology simply is a tool that one can either choose to use or not. To say

that technology can revitalize language is like saying that a hammer can build

a house. This being said, technology definitely has its place. When Phil

digitized the wax recordings of a Chief Joseph speech, it connected the

current generation to the past in a way that would not otherwise have been

possible. Even the written systems themselves are a form of technology.

Without the dictionary archives, many languages would already have been lost.

The Internet, email, and mobile devices have the potential to connect people

being separated by distance and give them the ability to communicate using

indigenous languages should they use these things for that purpose. Language

games and lessons distributed by CD, Web, and Smart phones offer ways to

engage the youth.

Perhaps the question is framed incorrectly. Instead of evaluating whether

technology has or has not been effective, a better way is to ask: can it

contribute in a positive way, and what way might that be?

Thanks for listening, dan

"s.t. bischoff" <bischoff.st at GMAIL.COM><mailto:bischoff.st at GMAIL.COM> 11/1/2009 8:15 AM >>>

Along perhaps a similar vein, I wonder if archival websites or online

dictionaries are being accessed. We've seen some great sights posted

recently on ILAT, is anyone keeping track of hits or usage?

Shannon

On Sat, Oct 31, 2009 at 8:26 PM, Richard Zane Smith <rzs at wildblue.net><mailto:rzs at wildblue.net>wrote:

Susan,

such a good question. I'm kinda waitin' for a good answer on this one too.

and more specificly:

Is there evidence yet, that all the high tech stuff is helping with

fluency?

Richard,

Wyandotte Oklahoma

On Fri, Oct 30, 2009 at 1:53 PM, Susan Penfield

<susan.penfield at gmail.com><mailto:susan.penfield at gmail.com>wrote:

QUESTION:

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?

Any input appreciated!

Susan

--

****************************************************************************

******************

Susan D. Penfield, Ph.D.

(Currently on leave to the National Science Foundation.

E-mail: spenfiel at nsf.gov<mailto:spenfiel at nsf.gov>

Phone at NSF: 703-292-4535)

Department of English (Primary)

Faculty affiliate in Linguistics, Language, Reading and Culture,

Second Language Acquisition and Teaching (SLAT),

American Indian Language Development Institute (AILDI)

The Southwest Center

University of Arizona,

Tucson, Arizona 85721

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