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Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization

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Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization Item Type text; Electronic Thesis Authors Begay, Winoka Rose Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 07/10/2021 04:06:02 Link to Item http://hdl.handle.net/10150/293746 MOBILE APPS AND INDIGENOUS LANGUAGE LEARNING: NEW DEVELOPMENTS IN THE FIELD OF INDIGENOUS LANGUAGE REVITALIZATION by Winoka Rose Begay ____________________________ Copyright © Winoka Rose Begay 2013 A Thesis Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN AMERICAN INDIAN STUDIES In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 2013 2 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this thesis are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Winoka Rose Begay APPROVAL BY THESIS DIRECTOR This thesis has been approved on the date shown below: ________________________ ____________ Sheilah E. Nicholas Date Assistant Professor of Teaching, Learning and Sociocultural Studies 3 ACKNOWLEDGMENTS I would like to extend my deepest gratitude to all my committee members, friends, and family for their continued support and encouragement throughout these last three years of graduate school. I would also like to extend a special thanks to my mom for always supporting me in everything that I do. You always encourage me to pursue my goals and to always follow my dreams; thank you and I love you. 4 DEDICATION To my mom, dad, and little sister, I love you. 5 TABLE OF CONTENTS ABSTRACT.......................................................................................................... 7 CHAPTER ONE: INTRODUCTION................................................................... 8 Statement of the Problem.......................................................................... 9 Definition of Terms................................................................................... 10 Research Questions and Purpose of Study................................................ 13 Structure of the Thesis............................................................................... 14 CHAPTER TWO: LITERATURE REVIEW........................................................ 16 The State of Endangered Languages Today.............................................. 18 Approaches to Language Revitalization and Maintenance............................................................................................... 25 Technology and Language Revitalization................................................. 31 Interactive Media....................................................................................... 33 Language Applications for Mobile Technology........................................ 41 The Advantages and Disadvantages of Technology and Language Learning..................................................................................................... 45 Summary.................................................................................................... 49 CHAPTER THREE: METHODOLOGY.............................................................. 51 Mobile Language Learning Applications Used......................................... 51 Part I: Assessment of Mobile Applications............................................................................................... 53 Part II: Development of Language Application Template ........................ 56 Summary.................................................................................................... 58 CHAPTER FOUR: FINDINGS Thornton Media Applications.................................................................... 60 Cherokee (Tsalagi) Native American Language iPhone® Application................................................................. 61 Chickasaw Language Basic for iPad®....................................................... 66 Speak Navajo iPad/iPhone Language Application................................................................................................. 69 Navajo Toddler iPad Language Application................................................................................................. 73 Summary.................................................................................................... 77 CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS............................... 79 Engaging Youth in Language Revitalization................................................... 82 6 TABLE OF CONTENTS – Continued APPENDIX A: UNESCO/FISHMAN LANGUAGE VITALITY AND INTERGENERATIONAL LANGUAGE TRANSMISSION TABLE.................................................................................................................... 85 APPENDIX B: EVALUATION RUBRIC............................................................. 93 APPENDIX C: HOW-TO GUIDE: CREATING A MOBILE APPLICATION FOR LANGUAGE LEARNING ........................................................................... 95 REFERENCES......................................................................................................... 124 7 ABSTRACT This study focuses on the theme of technology-based Indigenous language revitalization and maintenance efforts by looking at new developments in mobile technology and how they are used within Indigenous communities for language learning and teaching. I assessed four mobile apps through the use of an evaluation rubric, online user reviews, and developer consultations. The findings from the assessments were then used to determine what essential themes are important when developing an effective and successful language application model (Appendix C), with the intention of developing a user-friendly template for use by other Indigenous communities. Three essential elements were found to be common among the four language applications assessed: (1) successful integration of interactive and digital media that provides a purposeful learning environment for the user; (2) accuracy and testing of both media and the user-interface, and; (3) successful usability and functionality of the mobile platform. 8 CHAPTER ONE: INTRODUCTION It is estimated that approximately 6,900 of the world’s languages have living speakers (Austin and Sallabank, 2011; Lewis, 2009). It is also known that 2,473 of those languages are facing a state of language endangerment (Moseley and Nicolas, 2010); within time, at least half of the world’s living languages may no longer exist if they are not passed on to the next generation (Austin and Sallabank, 2011; Fishman, 1996; Krauss, 1992). However, many linguists, language educators, language advocates, and community members have made significant strides in stemming language loss. Various language programs have been developed to address this linguistic crisis. These range from school-based language programs to community-based language projects as well as different approaches and objectives for teaching Indigenous languages. For example, the Ft. Defiance immersion school located in Ft. Defiance, Arizona practices total immersion in the Navajo language for students in kindergarten and first grade (Benally and Viri, 2005). Ka Papahana Kaiapuni Hawai’i, a Hawaiian language immersion program, also provides total immersion but for students in grades one through five. Other language programs use the model of master-apprenticeships, such as the Master Apprentice Language Learning Program (MALLP) designed by the Advocates for Indigenous California Language Survival, or school-based programs such as the Mohawk language immersion program at the Akwesasne Freedom School located in upstate New York (see ourmothertongues.org for more information). Many of these programs have been successful in creating cultural environments for the community as well as producing new speakers of the language. Many Initiatives have begun to integrate technology into 9 their programs: language learning software, online learning, technology-based language projects, and language websites. Most of these forms of technological tools have been successful supplements to face-to-face language programs and have been proven to be exceptional learning tools that help students maintain their interest in language learning (Blake, 2008; Galla, 2001; Hinton, 2001; Miyashita and Moll, 1999; see also Warschauer, 1998). In addition, recent technological developments have also increased interest in the use of mobile technology for language learning. Studies have been conducted on the use of mobile devices for learning widely-spoken languages such as English, Spanish, and French (See Godwin-Jones, 2011; Kim, 2008; Thornton and Houser, 2005; Stockwell, 2010), however, within the world of Indigenous language learning, this area of study has yet to be thoroughly explored. Statement of the Problem The
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