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Indigenous Languages in the Digital Age : = A Study of Multimodal Tools for Indigenous Language Instruction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Indigenous Languages in the Digital Age :/
Reminder of title:	A Study of Multimodal Tools for Indigenous Language Instruction.
Author:	LaFontaine, Jade.
Description:	1 online resource (94 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-05.
Contained By:	Masters Abstracts International84-05.
Subject:	Teaching. -
Online resource:	click for full text (PQDT)
ISBN:	9798352992692

Indigenous Languages in the Digital Age : = A Study of Multimodal Tools for Indigenous Language Instruction.
LaFontaine, Jade.

Indigenous Languages in the Digital Age :A Study of Multimodal Tools for Indigenous Language Instruction. - 1 online resource (94 pages)

Source: Masters Abstracts International, Volume: 84-05.

Thesis (M.A.)--McGill University (Canada), 2022.

Includes bibliographical references

Many Indigenous communities across Canada are working to restore the vitality of their ancestral languages, a need created by the ongoing effects of colonization such as Indian Residential School and the 60s scoop. One of those communities is Kahnawa:ke, an Indigenous community in what is now known as Quebec, Canada. This research project was carried out in collaboration with the Kanien'keha:ka community, where a teacher-training workshop with 26 Kanien'keha language instructors was completed. This study sought to address the transition of the Kanien'keha language in-person classroom to digital instruction during the COVID-19 pandemic to better support language instructors and address potential gaps or concerns that the instructors were facing during the sudden transition. In addition, the purpose of this research was to create accessible data regarding instructors' perceptions of different digital tools that could then be used for the Kahnawa:ke community as well as further the field of Indigenous Language Revitalization in general. The two theoretical frameworks that were central to this research were Indigenous Knowledges (IK) and Multiliteracies. For IK the literature was broken down first into the Kahnawa:ke context as a foundation for this project, followed by decolonizing policy and pedagogy. Multiliteracies are then defined and described in detail with a focus on technology in the classroom such as: a) how that technology translates to the Indigenous language classroom, as well as b) words of caution about the potential risks associated with incorporating technology in the classroom.Based on an initial session with the Kahnawa:ke Education Center about the types of technological devices and digital tools that language instructors had access to, I created teacher training workshop with their needs and constraints in mind. The workshop consisted of a demonstration of two digital tools as well as corresponding suggestions for how they could be implemented in their classroom to help with the transition to online language instruction. A postworkshop questionnaire gathered participants' perceptions of their experiences with the digital classroom, ideas for potential projects using the digital tools, and their suggestions for future digital tools for Indigenous language learning, among others. Instructors expressed many concerns about online tools such as: time commitment- including learning new software and creating materials, accessibility-what kinds of devices a tool is available on, as well as how user friendly the interface, and parental involvement-especially for younger students struggling with both course material and technology. However, they also acknowledged how certain tools could be useful and fun for students with different learning styles, as well as encourage more engagement from students during online language instruction. This study is important because it demonstrates the functional gaps in digital tools for language instruction in Indigenous language contexts and provides clear examples of how to improve these tools to meet instructors' needs in the future.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798352992692Subjects--Topical Terms:

555255
Teaching.
Index Terms--Genre/Form:

554714
Electronic books.

Indigenous Languages in the Digital Age : = A Study of Multimodal Tools for Indigenous Language Instruction.
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520 $a Many Indigenous communities across Canada are working to restore the vitality of their ancestral languages, a need created by the ongoing effects of colonization such as Indian Residential School and the 60s scoop. One of those communities is Kahnawa:ke, an Indigenous community in what is now known as Quebec, Canada. This research project was carried out in collaboration with the Kanien'keha:ka community, where a teacher-training workshop with 26 Kanien'keha language instructors was completed. This study sought to address the transition of the Kanien'keha language in-person classroom to digital instruction during the COVID-19 pandemic to better support language instructors and address potential gaps or concerns that the instructors were facing during the sudden transition. In addition, the purpose of this research was to create accessible data regarding instructors' perceptions of different digital tools that could then be used for the Kahnawa:ke community as well as further the field of Indigenous Language Revitalization in general. The two theoretical frameworks that were central to this research were Indigenous Knowledges (IK) and Multiliteracies. For IK the literature was broken down first into the Kahnawa:ke context as a foundation for this project, followed by decolonizing policy and pedagogy. Multiliteracies are then defined and described in detail with a focus on technology in the classroom such as: a) how that technology translates to the Indigenous language classroom, as well as b) words of caution about the potential risks associated with incorporating technology in the classroom.Based on an initial session with the Kahnawa:ke Education Center about the types of technological devices and digital tools that language instructors had access to, I created teacher training workshop with their needs and constraints in mind. The workshop consisted of a demonstration of two digital tools as well as corresponding suggestions for how they could be implemented in their classroom to help with the transition to online language instruction. A postworkshop questionnaire gathered participants' perceptions of their experiences with the digital classroom, ideas for potential projects using the digital tools, and their suggestions for future digital tools for Indigenous language learning, among others. Instructors expressed many concerns about online tools such as: time commitment- including learning new software and creating materials, accessibility-what kinds of devices a tool is available on, as well as how user friendly the interface, and parental involvement-especially for younger students struggling with both course material and technology. However, they also acknowledged how certain tools could be useful and fun for students with different learning styles, as well as encourage more engagement from students during online language instruction. This study is important because it demonstrates the functional gaps in digital tools for language instruction in Indigenous language contexts and provides clear examples of how to improve these tools to meet instructors' needs in the future.
520 $a A travers le Canada, et en raison des consequences actuelles de la colonisation telles que les pensionnats autochtones et la rafle des annees 60, plusieurs communautes autochtones cherchent a restaurer la vitalite de leurs langues ancestrales. Une de ces communautes est Kahnawa:ke, situee dans ce nous appelons aujourd'hui la Monteregie, au sud-ouest du Quebec, province du Canada. Ce projet de recherche fut menee en collaboration avec la communaute Kanien'keha:ka, dans laquelle un atelier de formation destine a 26 professeurs de la langue Kanien'keha fut complete. Cette etude traite de la transition d'un mode d'enseignement du Kanien'keha synchrone en presentiel a une formation asynchrone en digitale durant la pandemie de COVID-19, afin de mieux supporter les professeurs de langue et d'adresser les eventuelles failles et preoccupations que ces-derniers ont rencontres lors de cette transition soudaine. De plus, l'objectif de cette recherche etait de creer des donnees accessibles portant sur les perceptions que les enseignants ont eues des differents outils pedagogiques virtuels, mais egalement de faire en sorte que ces-dites donnees puissent etre utilisees par et pour la communaute Kahnawa:ke, faisant ainsi la promotion de la Revitalisation des langues autochtones au Canada. Les deux cadres theoriques centraux a cette recherche sont Les savoirs et connaissances autochtones de l'anglais Indigenous Knowledges (IK) ainsi que l'approche pedagogiques Multiliteraties. Pour ce qui a trait des IK, la litterature est structuree notamment en positionnant le contexte de Kahnawa:ke en tant que pilier de ce projet, suivie par la politique et pedagogie de decolonisation. Puis, les Multiliteraties sont definies, decrites et analysees avec un axe portant sur la technologie dans les salles de classe telles que (a) l'applicabilite et transposition de cette technologie a la classe de langue autochtone et (b) des mises en gardes sur les risques potentiels lies a l'integration de la technologie en classe.Inspiree d'une premiere session avec le Kahnawa:ke Education Center portant sur les types d'appareils technologiques et d'outils numeriques auxquels les professeurs de langue avaient acces, j'ai cree un atelier de formation pour les enseignants en tenant compte de leurs besoins et contraintes. L'atelier consistait en une demonstration du fonctionnement de deux outils numeriques ainsi que des recommandations concernant leur mise en oeuvre en salle de classe afin de faciliter la transition de l'enseignement des langues en ligne. Un questionnaire posterieur a l'atelier a servi a recueillir, entre autres, les perceptions des participants quant a leurs experiences avec la classe numerique, leurs idees de potentiels projets utilisant les outils numeriques ainsi que leurs recommandations de futurs outils numeriques pour l'apprentissage des langues indigenes. Les professeurs de langue ont exprime de nombreuses preoccupations concernant les outils en ligne, notamment : le temps consacre a l'apprentissage d'un nouveau logiciel et a la creation du materiel pedagogique, l'accessibilite - les types d'appareils sur lesquels un outil est disponible, le degre de convivialite de l'interface, et l'implication des parents - plus particulierement pour les jeunes etudiants en difficulte tant avec le materiel pedagogique que la technologie utilisee. Neanmoins, les enseignants ont egalement souligne que certains outils pouvaient s'averer etre utiles et amusants pour les etudiants ayant des styles d'apprentissage differents, et qu'ils incitaient les etudiants a s'impliquer plus activement lors des cours de langue en ligne. Cette etude est fondamentale en ce qu'elle demontre les lacunes fonctionnelles des outils numeriques en enseignement linguistique dans les contextes de langues autochtones, et qu'elle fournit des indications et recommandations claires sur la facon d'ameliorer ces outils de sorte que les besoins des enseignants de langue soient combles.
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