Digital Realities of Indigenous Language Revitalization: A Look at Hawaiian Language Technology in the Modern World

Candace Kaleimamoowahinekapu Galla

doi:10.20360/langandlit29412

Candace Kaleimamoowahinekapu Galla

Open Access

https://doi.org/10.20360/langandlit29412

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Journal: Language and Literacy	Publication Date: Jul 19, 2018
Citations: 15	License type: cc-by

Affiliation: University of British Columbia

Abstract

This paper discusses some barriers, complexities, and opportunities Indigenous peoples face when engaging in language revitalization efforts, and how those elements contribute to the adoption, adaptation, or abandonment of digital technology. I begin with framing the context of Indigenous languages in the United States and Canada to underscore the current realities in comparison to world languages. The next section introduces the uptake of digital technology for Indigenous language learning, based on the themes of equity, access, and engagement. I conclude with a case study of the Hawaiian language community as a potential model for Indigenous communities that choose traditional and contemporary pathways.

Highlights

In spite of technological advancements and the proliferation of digital technology, many Indigenous peoples1 do not have equal and sustained access and infrastructure to digital technology in comparison to the global world
Users and producers of digital technology have the potential to contribute to community-based language revitalization efforts—developing documentation and materials that can be shared with members of the community both near and far
Digital technologies have contributed to the pervasiveness of cultural appropriation that plague Indigenous peoples

Summary

Introduction

In spite of technological advancements and the proliferation of digital technology, many Indigenous peoples1 do not have equal and sustained access and infrastructure to digital technology in comparison to the global world. Digital Technology and Indigenous Language Learning Digital technologies have the potential to be powerful tools that connect and bring speakers and learners together virtually from local communities, rural and urban settings, and the rest of the world—providing opportunities to access and engage with communitybased language revitalization and education efforts.

Results

Conclusion