Digital Support for Indigenous Language Revitalization Efforts in Kamchatka

The aim of the paper is gathering evidence of the series of benefits of technology integration in English language teaching and learning, if there are so, what obstacles and challenges emerge and how they are overcome. This study investigates series of experiences, benefits of integrating technology in English Language learning in Indonesia. Moreover, this work explains what challenges that need to be overcome in integrating technology in language learning. Data is obtained through interview technique. This study employs qualitative analysis in order to obtain information about what experiences, benefits and challenges in using technology in language learning. This study involves seven participants. The results show that some benefits of integrating technology in English language learning are learners can do some coding, practice online quizzes or tests, improve speed of answering questions, improve scores in English tests, learn another foreign language, do some collaborative learning, encourage independent learning, have opportunities to write, speak, listen, and read in English, do online learning, get online references, use of multiple computer application, obtain the latest information, translate, have opportunities to use multi-media presentation as well as demonstrate new method of teaching. Some challenges in technology integration are type of technology used, the rapid changes of technology development, the number of classes taught, class size, cost, time, age, lecturers’ workload, ability to use technology as well as availability the technology to use.

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.

A plethora of publications have shed light, particularly on the affordances of Artificial Intelligence (AI)-powered technology to maximize the language learning preparation, process, and outcomes. In search of the current portrait of empirical evidence in this context, this paper reports on a bibliometric mapping analysis of publications on the utilization of AI technology in language learning in the last five years (2018-2023). Relevant studies associated with the theme were collected from several journals sorted out using predetermined criteria. Eighty-eight titles and abstracts were further reviewed to generate a mapping of relevant keywords. The analysis results showed that studies on the utilization of AI technology for language learning have gradually increased in number and grabbed considerable attention among scholars in the Asia context. Several mainstream key terms attached to AI technology comprised personalized learning, mobile learning, and chatbot applications, indicating more concerns in reviewing the role of AI technology as a smart personal assistant for language learners. Furthermore, the use of AI technology was found to be beneficial for maximizing language learning preparation, language skills development such as reading and writing, and language learning evaluation particularly in providing feedback or assessing students’ works. However, challenges in using AI technology in a language learning context remain on the surface. The present mapping analysis can serve as a reference for contemplating the retrospect and envisioning the prospect of AI-powered technology use toward sustaining advanced and quality language learning.

The use of technology in learning Arabic has become the main focus in efforts to increase the effectiveness and attractiveness of learning. This research discusses various approaches and technological applications that can be used to enrich the Arabic language learning experience. Online-based learning methods, use of mobile applications and interactive multimedia platforms are the main aspects explored. Evaluation of learning outcomes shows that technology integration can improve students' understanding of grammar, vocabulary and speaking competence in Arabic. The application of technology in Arabic language learning is expected to make a significant contribution to the progress of language education by utilizing the potential of modern technology. This research aims to determine the use of digital technology in Arabic language learning in class V of MIS Ikhlasiyah Tuamang. The method used is descriptive qualitative. The sample in this study was all class V students of MIS Ikhlasiyah Tuamang. Data collection techniques use observation, interviews and documentation. The data analysis technique uses theories from Milex and Huberman, namely reducing data, presenting data, and concluding data. The results of this research show that there is minimal use of digital technology in Arabic language learning in class V of MIS Ikhlasiyah Tuamang. This is shown from the results of interviews and observations that have been carried out, that in class V MIS Ikhlasiyah Tuamang, Arabic language learning very rarely uses digital technology, teachers more often use Arabic textbooks as a learning medium.

Indigenous second language programs in K-12 schools contribute to culturally nourishing education and to the revitalization of Indigenous languages. Assessing Indigenous second language learning presents particular opportunities and challenges based on the linguistic, historical, political, cultural, and social contexts in and for which the Indigenous language is being taught and learned. The self-governing Inuit region of Nunatsiavut is concerned with developing effective and appropriate tools for assessing students’ Inuttitut in order to evaluate how well K-12 programs are working so far, identify the basis on which future K-12 Inuttitut curriculum may be developed, and support ongoing assessment of learning and for learning in Inuttitut classrooms. This article discusses ways in which Inuit teachers in Nunatsiavut and a curriculum evaluation team have developed and implemented assessment tools and practices to evaluate Inuttitut learning in Nunatsiavut area K-12 schools. We discuss how Indigenous language learning and assessment, even when it occurs as part of an official school program, can be anchored in families and community. Families and communities need to be part of establishing language learning goals. Inuit teachers are drawing in full community resources and building a community of practice including Elders, other language speakers, leaders, principals, and teachers, to support and create contexts for community-anchored Inuttitut learning and assessment.

In South African higher education, the dominance of English and Afrikaans continues to raise concerns about the marginalization and development of indigenous African languages. Consequently, strategies are being sought on how to revitalize indigenous languages in the higher education sector. This study argues that critical lessons for addressing these challenges and achieving the desired goals can be drawn from African literature. Therefore, this study aims to examine how African literature contributes to the development of indigenous African languages and explore strategies from African literature that can effectively revitalize and promote indigenous African languages in South African higher education. The study is a qualitative study that involves a review of African literary texts. Furthermore, thematic analysis was conducted to identify how African literature contributes to the development of indigenous African languages. Practical lessons and strategies that can inform the revitalization of these indigenous languages within higher education were identified. The identified strategies that were adopted by African literary writers in promoting indigenous languages include: documentation, codification and standardization, vocabulary expansion and modernization, cross-linguistic translation, and hybridization, and code switching. All these would require strong institutional commitment and intellectual investment. Through drawing on lessons from African literature, universities can cultivate a linguistic landscape that preserves indigenous languages and empowers them as vehicles for knowledge creation, innovation, and cultural expression.

The rapid development of Natural Language Processing (NLP) technology has provided new perspectives and tools for the acquisition of second languages. As our world becomes increasingly interconnected, the role of NLP in facilitating language learning has become more prominent. This paper reviews the multifaceted applications of NLP technology in language learning, including auxiliary teaching functions such as reading assistance, writing feedback, oral interaction, and personalized learning. These applications have significantly enhanced language learners' abilities in vocabulary acquisition, grammatical application, pronunciation accuracy, and reading comprehension through real-time feedback, enhanced interactivity, and promotion of cultural understanding. Despite the immense potential of NLP technology in second language learning, challenges such as technical accuracy, cultural adaptability, and data privacy exist. This paper proposes strategies, such as ensuring technical accuracy, curating diverse datasets and safeguarding data privacy to address these challenges. Looking forward, the future development of NLP technology in second language education holds great promise. As NLP continues to evolve, it is expected to contribute to more personalized, effective, and accessible language learning solutions. This paper aims to provide valuable references and insights for educators, technology developers, and policymakers, enabling them to harness the transformative potential of NLP in language education and to navigate the future of educational technology with confidence and foresight.

Mobile technology offers great potential for university students’ language learning. Numerous studies have been conducted on utilizing mobile technology in language learning classroom. However, using it in self-initiated and self-directed learning outside class remains to be explored. The present study employed the integrative model of behavior prediction to investigate the relationships between attitude, subjective norm, self-efficacy and behavioral intention, as well as the association between intention, facilitating conditions, self-regulation skills and actual use of mobile technology in self-directed language learning. This study also examined whether self-regulation skills moderated intention and actual use. Survey data from 676 language learners in different disciplines from Chinese universities were collected and analyzed using structural equation modeling approach. The results showed that 37.1 percent of respondents indicated that they never used mobile technology for self-directed language learning. Of the other 425 respondents who did indicate that they used mobile technology for this purpose, the majority of them seemed to be extrinsically motivated. Learning activities regarding vocabulary acquisition and translation were far more reported than those in terms of listening, speaking, reading and writing. In addition, attitude and subjective norm significantly explained students’ intention to use mobile technology, but self-efficacy did not have a direct effect on students’ intention. Moreover, students’ self-regulation skills and intention significantly predicted students’ actual use of mobile technology. Through moderation analysis, the results indicated that the relationship between intention and actual behavior would be stronger with any increase in self-regulation skills. These findings are discussed and implications are formulated.

Technologies have swept the world in every aspect of life including the education system. And therefore, the purpose of this research is to find the Challenges Encountered in implementing technologies in Language Teaching and Learning in Indonesia. This study was a quantitative method in nature. The participants of the study were randomly chosen 30 teachers from Bandung in the rural area. The data were collected by using questionnaires and were analyzed by using mix method that is quantitative and qualitative procedures. The result showed that using technology in the classroom was helpful. In addition to that, more tools and facilities provided by schools are increasingly helping them improve their ability to use technology. Though the school has prepared facilities there were several challenges found in the implementation of technologies in the Language Learning classrooms. Additional results of this study give meaningful insights for policymakers in relation to the implementation of ICT for teaching and learning in the classroom.

This session consists of two talks: One by David Kroik and the other by Maajja-Krihke Bransfjell. The abstracts are provided below in that order: South Saami language revitalisation, Indigenous efflorescence and Spaces for Saami language useIn this talk, the construction of spaces for Saami language use is explored. In these spaces, learning and use of South Saami is at the centre. This dissertation in language teaching and learning focusses on the South Saami language, an Indigenous language in the parts of Saepmie that overlaps with Norway and Sweden. Against the backdrop of colonisation of the Saami and a long trend of assimilation by means of e.g. schooling, focus lies on contemporary spaces for Saami language use in formal educational contexts. Spaces for Saami language use are investigated and theorised upon from an insider position by a researcher/practitioner drawing upon a collaborative approach to the production of knowledge. The insider gaze through the lens of the theoretical concept of spaces for Saami language use and Indigenous efflorescence analyses South Saami language teaching, learning and revitalisation as part of a global trend in which Indigenous peoples reclaim, revitalise and restore their continuous use of land, space and language. The author investigates opportunities for and obstacles to furthering the development of spaces for Saami language use. How Saami practitioners of Indigenous efflorescence, for instance teachers, coordinators, artists and others commit to the language is brought to the fore. By means of their acts of decoloniality, they seek to take responsibility for and challenge the current educational situation. Spaces for Saami language use emerge as time and conditions ripen for them. Although unexpected to many, given the history of assimilation, to the practitioners of efflorescence involved in the process, this emergence comes not as a surprise but as a hard-earned result of the struggle. Although much work remains, hope is reawakened when conscious hard work and persistent labour bear fruit. «Edtjebe saemiestidh daelie?» [Are we supposed to speak Saami now?]: language spaces, language awareness and the use of language in a south-saami classroomAbstractRecent public reports proclaim that Saami children should be provided with education that facilitate their productive Saami language skills (NOU 2016:18, 2016; Pasanen et al., 2022, s. 13). Despite these reports and research suggesting that language education should be executed using strong language models (Baker Wright, 2017) in order to achieve Saami language proficiency, Saami language education is restricted to a few hours weekly, using weak language models. With inspiration from the language revitalization project in Svahken Sijte (Todal, 2007) and Árran mánájgárdde in Lule-Saami area (Pasanen et al., 2022), I implemented Norwegian language spaces in a Saami classroom to encourage students to speak Saami in class. I let the bilingual concept translanguaging (Baker Wright, 2017; García et al., 2016) guide my work together with the teacher in the Saami classroom, in which students were able to utilize their whole language repertoire. By means of classroom observations and interviews with the teacher and group interviews with the students, I evaluated the effect of the language spaces. By utilizing Norwegian language spaces in Saami language education, my analyses show an increased awareness around the use of Saami language in the classroom among teacher and students alike. The language spaces acted as a language frame in the classroom, in which the concretization of the languages contributed to an increased use of Saami language among the students. Based on this research I claim that language spaces can contribute to increased Saami language proficiency within children.

In this paper, an exemplary overview of the application of new technology in language learning and teaching is presented. Then with the development and the practice of mentioned competences the utilization of new technology will be illustrated. Furthermore, opportunities of language learning on the web and further training for foreign language teachers will be disparately elaborated on in the following section. As a conclusion, some defects on the use of new technology in foreign language learning and teaching will be discussed as well.

This study aims to explore the integration of digital technology in language learning for students with disabilities in inclusive elementary schools. This study used systematic literature review published in the last ten years. The findings shows that iPad applications, digital-based games, and augmented reality are effective in improving reading, writing, and speaking skills for students with various disabilities, including autism, dyslexia, Down syndrome, ADHD, as well as hearing and visual impairments. Tools used include mobile applications, games, and audio-based software. This study emphasized the importance of ongoing teacher training and adequate infrastructure to optimize the use of technology in inclusive education. The results of this study have shown the evidence-based recommendations for more effective and inclusive technology integration practices in elementary schools, filling a gap in the literature regarding the role of technology in language learning for students with disabilities.

Indigenous communities worldwide face threats to their linguistic and epistemic heritage with the unabated spread of dominant colonial languages and global monocultures, such as English and the neoliberal, imperialistic worldview. There is considerable strain on the relatively few Elders and speakers of Indigenous languages to maintain cultures and languages decimated by centuries of colonialism. One shared and common goal for Indigenous language revitalization initiatives is to reinvigorate intergenerational language transmission in the home, the community and beyond in as many ways as possible. How can technology support this nuanced process and existing initiatives? Following an Indigenous research paradigm, this article explores an immersive, community-led Indigenous language acquisition approach – TEK-nology (traditional ecological knowledge [TEK] and technology) – to support Anishinaabemowin language revitalization and reclamation (ALRR) in the Canadian context. The TEK-nology pilot project identifies (1) the impacts of centring Indigenous worldviews in technology, language learning and teaching; (2) how we can develop and co-create technology-enabled, culturally and environmentally responsive pedagogies and (3) the important implications of decolonizing language education for Indigenous and majority languages. The TEK-nology pilot project demonstrates how community-led, relational technology and immersive Indigenous language acquisition can support ALRR and foster more equitable multicultural and multilingual education practice and policy.

Reviewed by: The Language Warrior's Manifesto: How to Keep Our Language Alive No Matter the Odds by Anton Treuer Jenny Lee-Morgan (bio) The Language Warrior's Manifesto: How to Keep Our Language Alive No Matter the Odds by Anton Treuer Minnesota Historical Society Press, 2020 AS THE TITLE of Anton Treuer's book suggests, The Language Warrior's Manifesto calls for courage and inspires conviction, evident in Treuer's strong personal voice. Treuer introduces readers to the subject of language revitalization through his own world of Indigenous experience. The specificity of his circumstances echoes the stories of Indigenous peoples' struggles all over the world. For Treuer, growing up in Washington in the 1970s as a brown boy with long hair and of Ojibwe and German ancestry, schooling was devoid of any cultural care or recognition. Much like in the wider society, schooling devalued Native peoples, cultures, and their languages, setting the scene (or battleground) for Indigenous language revitalization. With decolonizing intent, Indigenous language learning is positioned in the sociohistoric violence of colonization and exposes some of the intricacies of ongoing colonizing processes in our contemporary context. Treuer's analysis names the structural impediments, namely the racism that asserts the superiority and dominance of English and the associated normative behavior of monolingualism that excludes and delegitimizes Indigenous languages, all of which affect funding, resourcing, and program growth. While the narratives of dispossession of Indigenous land, language, and culture are well told, less discussed are the problems, originally caused by the atrocities of colonization, that compound and conflate present-day trauma and are played out in disturbing ways in our communities. One of the strengths of the book for me (as a Māori language learner/teacher and advocate) is Treuer's courage to gently call out the practices of self-harm that we inflict as Indigenous communities on each other—the dynamics of oppression on the inside. Using Paulo Freire's theory of freedom articulated in Pedagogy of the Oppressed (Bloomsbury, 2014), Treuer points out that three of the four types of oppression (internal, lateral, intra-oppressed, and external) manifest in the "common sense" attitudes, practices, and behaviors of the oppressed themselves. Treuer strongly cautions against perpetuating the oppression of colonialism by fighting one another. [End Page 196] For those of us who work in Indigenous communities and tribal groups with our relations, simple yet powerful instructions, such as "No blaming. No shaming" (38) or the plea to not "out-Indian one another" (16), resonate and challenge us to refrain from acts of self-oppression. He urges us to find ways through the disputes in Indigenous language learning, whether they be over dialectal or other writing systems, that can hamper progression and distract from creating resources and ultimately the meaningful usage of our languages. Treuer is forthright and direct, and issues a challenge to us all, including for our tribal corporate entities to broaden the key measures of Indigenous success beyond the confines of economic prosperity. In this way, this book is actively decolonizing through conscientization; Treuer persistently reminds us that "we are more than the sum of our tragedies" (36). Treuer's analysis is crafted in a powerful narrative that is accessible and grounded in his lived experience as an Ojibwe learner, teacher, and leader. The journey into language learning, teaching, and leadership requires commitment, and Treuer's willingness to share his personal journey is at the heart of this book. This manifesto is sourced in the realities of our communities, with an integrity that comes from an undeniable sacrifice and experience on which his reflections and guidance are based. Treuer asserts that the language warrior's greatest weapon is "real, intentional effort" that must be lived because as Treuer intimately knows: "We can't lead in their [language] revitalization from the sidelines" (12). The book's opening narrative strategy, deeply intertwining the personal with the political, continues through to the end. It becomes evident that if you commit to keeping your language alive, the language becomes who we are—and who we are becomes the language. In this sense, Treuer's call to revitalize our languages goes far beyond the conventional academic frames of second language learning...

Although Indigenous language loss and revitalization are not new topics of academic work nor new areas of community activism (e.g., King, 2001; Grenoble & Whaley, 2006), increased attention has been paid in recent years to the ways that new technology can support efforts to teach and renew endangered languages such as Ojibwe. However, much of the work with Indigenous languages and technology thus far has been aimed at adults rather than children or families (e.g., Coronel-Molina, 2005). Addressing this gap, the current project examined how urban Ojibwe participants utilized computer-based language learning technology with their families at home. Specifically, we investigated how a particular multimedia tool might jumpstart communication in the Ojibwe language at home. During the two-month study, families were regularly video-taped using the software and participated in weekly audio-video recorded interviews regarding their language use and learning. Presented here is a fine-grained, qualitative analysis of two families’ language and technology use. Findings suggest that technology-based language learning was incorporated into existing family dynamics and was helpful in providing a starting point for learning and language use within established extended networks.