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"What Is Language for Us?" The Role of Relational Technology, Strength-Based Language Education, and Community-Led Language Planning and Policy Research to Support Indigenous Language Revitalization and Cultural Reclamation Processes.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	"What Is Language for Us?" The Role of Relational Technology, Strength-Based Language Education, and Community-Led Language Planning and Policy Research to Support Indigenous Language Revitalization and Cultural Reclamation Processes./
作者:	Meighan, Paul John.
面頁冊數:	1 online resource (330 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Sociolinguistics. -
電子資源:	click for full text (PQDT)
ISBN:	9798379952112

"What Is Language for Us?" The Role of Relational Technology, Strength-Based Language Education, and Community-Led Language Planning and Policy Research to Support Indigenous Language Revitalization and Cultural Reclamation Processes.
Meighan, Paul John.

"What Is Language for Us?" The Role of Relational Technology, Strength-Based Language Education, and Community-Led Language Planning and Policy Research to Support Indigenous Language Revitalization and Cultural Reclamation Processes. - 1 online resource (330 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--McGill University (Canada), 2023.

Includes bibliographical references

This manuscript-based thesis explores the role and impact of relational technology, strength-based language education, and community-led language planning and policy research in a pilot project to support Indigenous language revitalization and reclamation processes. Following an Indigenous research paradigm and decolonizing methodologies, this thesis introduces an immersive, community-led Indigenous language acquisition approach-TEK-nology (Traditional Ecological Knowledge (TEK) and technology)-to support Anishinaabemowin language revitalization and reclamation in the Canadian context. The purpose of the TEK-nology pilot project is to explore the practical application of a self-determined, technology-enabled language and knowledge acquisition approach rooted in Indigenous worldviews. This thesis offers three primary original contributions to the field of language education and language planning and policy at three interconnected and interdisciplinary levels of analysis and praxis: (1) TEK-nology as a language acquisition and knowledge transmission approach; (2) Duthchas, a Scottish Gaelic kincentric methodology for community-led research in-relation praxis; and (3) TEK-nology as online community-based language planning. The research demonstrates: (1) the potential and impact of grounding language acquisition and knowledge transmission in Indigenous worldviews, relational technology use, and strength-based language acquisition indicators; (2) ways in which researchers who are not Indigenous to the lands on which they work can collaborate in a more ethical and mutually beneficial manner with Indigenous Peoples and communities; and (3) ways in which federal and provincial language education planning and policy could be improved to address inequities and marginalization of Indigenous Peoples in the educational system. The community-led TEK-nology pilot project has implications for more equitable and self-determined language education, language planning and policy research, and community-led methods and methodologies. The TEK-nology approach and pilot project demonstrates that community-led, relational technology and immersive, strength-based Indigenous language acquisition can support Anishinaabemowin language revitalization and reclamation and foster more equitable multicultural and multilingual education practice and policy in the Canadian context. The research also illustrates how TEK-nology, as an online self-determined site of praxis and community-based language planning model, can inform more community-led, technology-enabled Indigenous language revitalization and reclamation initiatives worldwide and more equitable language policies and legislation at a territorial, provincial, and federal level. Finally, the implications of Duthchas as in-relation methodology and kincentric praxis can inform ways in which researchers can foster, improve, and uphold emplaced ethical and mutually respectful Indigenous-non-Indigenous to Turtle Island (research) relations.

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

Mode of access: World Wide Web

ISBN: 9798379952112Subjects--Topical Terms:

555401
Sociolinguistics.
Subjects--Index Terms:

Relational technologyIndex Terms--Genre/Form:

554714
Electronic books.

"What Is Language for Us?" The Role of Relational Technology, Strength-Based Language Education, and Community-Led Language Planning and Policy Research to Support Indigenous Language Revitalization and Cultural Reclamation Processes.
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504 $a Includes bibliographical references
520 $a This manuscript-based thesis explores the role and impact of relational technology, strength-based language education, and community-led language planning and policy research in a pilot project to support Indigenous language revitalization and reclamation processes. Following an Indigenous research paradigm and decolonizing methodologies, this thesis introduces an immersive, community-led Indigenous language acquisition approach-TEK-nology (Traditional Ecological Knowledge (TEK) and technology)-to support Anishinaabemowin language revitalization and reclamation in the Canadian context. The purpose of the TEK-nology pilot project is to explore the practical application of a self-determined, technology-enabled language and knowledge acquisition approach rooted in Indigenous worldviews. This thesis offers three primary original contributions to the field of language education and language planning and policy at three interconnected and interdisciplinary levels of analysis and praxis: (1) TEK-nology as a language acquisition and knowledge transmission approach; (2) Duthchas, a Scottish Gaelic kincentric methodology for community-led research in-relation praxis; and (3) TEK-nology as online community-based language planning. The research demonstrates: (1) the potential and impact of grounding language acquisition and knowledge transmission in Indigenous worldviews, relational technology use, and strength-based language acquisition indicators; (2) ways in which researchers who are not Indigenous to the lands on which they work can collaborate in a more ethical and mutually beneficial manner with Indigenous Peoples and communities; and (3) ways in which federal and provincial language education planning and policy could be improved to address inequities and marginalization of Indigenous Peoples in the educational system. The community-led TEK-nology pilot project has implications for more equitable and self-determined language education, language planning and policy research, and community-led methods and methodologies. The TEK-nology approach and pilot project demonstrates that community-led, relational technology and immersive, strength-based Indigenous language acquisition can support Anishinaabemowin language revitalization and reclamation and foster more equitable multicultural and multilingual education practice and policy in the Canadian context. The research also illustrates how TEK-nology, as an online self-determined site of praxis and community-based language planning model, can inform more community-led, technology-enabled Indigenous language revitalization and reclamation initiatives worldwide and more equitable language policies and legislation at a territorial, provincial, and federal level. Finally, the implications of Duthchas as in-relation methodology and kincentric praxis can inform ways in which researchers can foster, improve, and uphold emplaced ethical and mutually respectful Indigenous-non-Indigenous to Turtle Island (research) relations.
520 $a Cette these basee sur des articles explore le role et l'impact de la technologie relationnelle, de l'education linguistique basee sur les forces, et des recherches sur la planification et la politique linguistiques dirigees par la communaute dans un projet pilote visant a soutenir les processus de revitalisation et de recuperation des langues autochtones. Suivant un paradigme de recherche autochtone et des methodologies de decolonisation, cette these presente une approche d'acquisition de la langue autochtone immersive et dirigee par la communaute-TEK-nology (Traditional Ecological Knowledge (TEK) and technology)-pour soutenir la revitalisation et la recuperation de la langue Anishinaabemowin dans le contexte canadien. L'objectif du projet pilote TEK-nology est d'explorer l'application pratique d'une approche autodeterminee d'apprentissage du langage et de l'acquisition des connaissances basee sur la technologie et ancree dans les visions du monde autochtones. Cette these propose trois contributions originales principales dans le domaine de l'enseignement des langues et de la planification et des politiques linguistiques a trois niveaux d'analyse et de pratique interconnectes et interdisciplinaires: (1) la TEK-nologie en tant qu'approche d'acquisition de la langue et de la transmission des connaissances; (2) Duthchas, une methodologie kincentrique de gaelique ecossais pour la pratique des recherches relationnelles dirigees par la communaute; et (3) la TEK-nologie en tant que planification linguistique communautaire en ligne. La recherche demontre: (1) le potentiel et l'impact de l'ancrage de l'acquisition de la langue et de la transmission des connaissances dans les visions du monde autochtones, l'utilisation de la technologie relationnelle, et les indicateurs d'acquisition de la langue bases sur les forces; (2) les moyens par lesquels les chercheurs qui ne sont pas autochtones sur les terres sur lesquelles ils travaillent peuvent collaborer de maniere plus ethique et mutuellement benefique avec les peuples et les communautes autochtones; et (3) des facons d'ameliorer la planification et les politiques federales et provinciales en matiere d'education linguistique afin de remedier aux inegalites et a la marginalisation des peuples autochtones dans le systeme educatif. Le projet pilote TEK-nology a des implications plus equitables et autodetermines pour l'education linguistique, les recherches sur la planification et la politique linguistiques, ainsi que les methodes et methodologies dirigees par la communaute. L'approche et le projet pilote TEK-nology demontrent que la technologie relationnelle dirigee par la communaute et l'acquisition d'une langue autochtone immersive et basee sur les forces peuvent soutenir la revitalisation et la recuperation de la langue Anishinaabemowin et favoriser des pratiques et des politiques d'education multiculturelles et multilingues plus equitables dans le contexte canadien. La recherche illustre egalement comment TEK-nology-en tant que site de pratique en ligne autodetermine et modele de planification linguistique communautaire-peut faconner les initiatives de revitalisation et de recuperation des langues autochtones dirigees par la communaute et basees sur la technologie dans le monde entier et des politiques et legislations linguistiques plus equitables aux niveaux territorial, provincial, et federal. Enfin, les implications de Duthchas en tant que methodologie relationnelle et pratique kincentrique peuvent faconner les moyens par lesquels les chercheurs peuvent favoriser, ameliorer, et maintenir des relations ethiques et mutuellement respectueuses entre les Autochtones et les non-Autochtones de Turtle Island.
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