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Elder Perspectives: LEVERAGING DIGITAL TOOLS in LANGUAGE REVIVAL INITIATIVES

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Elder Perspectives: LEVERAGING DIGITAL TOOLS in LANGUAGE REVIVAL INITIATIVES Elder Perspectives: LEVERAGING DIGITAL TOOLS IN LANGUAGE REVIVAL INITIATIVES Elder Perspectives: Leveraging Digital Tools in Language Revival Initiatives Melissa Bishop A thesis submitted to the School of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the degree of Master of Arts in Education Faculty of Education Ontario Tech University Oshawa, Ontario, Canada December 2019 © Melissa Bishop, 2019 ELDER PERSPECTIVES ii THESIS EXAMINATION INFORMATION Submitted by: Melissa Bishop Master of Arts in Education Thesis title: Elder Perspectives: Leveraging Digital Tools in Language Revival Initiatives An oral defense of this thesis took place on December 2, 2019, in front of the following examining committee: Examining Committee: Chair of Examining Committee Dr. Lorayne Robertson Research Supervisor Dr. Allyson Eamer Examining Committee Member Dr. Ann LeSage Thesis Examiner Dr. Mary Ann Corbiere, Laurentian University The above committee determined that the thesis is acceptable in form and content and that a satisfactory knowledge of the field covered by the thesis was demonstrated by the candidate during an oral examination. A signed copy of the Certificate of Approval is available from the School of Graduate and Postdoctoral Studies. ELDER PERSPECTIVES iii Abstract Elders are held in high regard in First Nations, Metis, and Inuit (FNMI) communities. They are the intergenerational transmitters of ancestral language and Indigenous knowledge. Without language revival initiatives, ancestral languages in FNMI communities are at risk of extinction. Leveraging digital technologies while collaborating with Elders can support revival initiatives. Through semi-structured interviews and qualitative analysis, this study addresses how three Elders who use technology in their ancestral language teaching (1) describe the benefits, drawbacks, and preferences of technology; (2) reveal the accuracy with which cultural knowledge is imparted through technology; and (3) view the impact of technology on their role as traditional knowledge keepers and intergenerational language transmitters? Findings suggest that while Elders acknowledge the benefits when leveraging digital tools in language revival initiatives, they have concerns about technology’s potential negative impacts on relationality [culture, spirituality, and medicine practices], a concept I have termed guarded optimism. Keywords: language revival; digital technology; guarded optimism; FNMI; Elders ELDER PERSPECTIVES iv Authors Declaration I hereby declare that this thesis consists of original work of which I have authored. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I authorize the Ontario Tech University to lend this thesis to other institutions or individuals for the purpose of scholarly research. I further authorize Ontario Tech University to reproduce this thesis by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. I understand that my thesis will be made electronically available to the public. The research work in this thesis was performed in compliance with the regulations of Ontario Tech’s Research Ethics Board/Animal Care Committee under REB Certificate number 15013. ELDER PERSPECTIVES v Acknowledgements I want to express my deepest gratitude to my supervisor, Allyson Eamer, who has taken the time to support me in my growth throughout the academic process. Without her guidance, feedback, understanding, and genuine passion, this dream would not have been possible. I would further like to extend my heartfelt appreciation to Marilyn, Shirley, and Kanzeegitimido for their wise words, willingness to take the time to discuss their experiences with me and have the confidence in me that I would honour their words in this process. To Ann LeSage, I would like to thank you for being a part of my committee, offering meaningful feedback, and taking time to be a part of this process. Your guidance has been invaluable. To Jill Thompson and her amazing group of partners at the Indigenous Student Centre at Durham College and Ontario Tech University, thank you for supporting me throughout this journey, offering wisdom and sharing experiences as I undertook this research. I am forever grateful for the opportunity to have experienced higher education with the generous support from the donors of the Carol Gifford Award. My partner in life, Dave: you give me inspiration and encouragement, push me to succeed when I need an extra little bit of motivation and have always been my biggest cheerleader. You are the reason I can expand my horizons and undertake such amazing journeys. Love you tons. ELDER PERSPECTIVES vi Statement of Contributions I hereby certify that I am the sole author of this thesis and that no part of this thesis has been published or submitted for publication. I have used standard referencing practices to acknowledge ideas, research techniques, or other materials that belong to others. Furthermore, I hereby certify that I am the sole source of the creative works and/or inventive knowledge described in this thesis. ELDER PERSPECTIVES vii Table of Contents THESIS EXAMINATION INFORMATION ................................................................ ii Abstract ............................................................................................................................. iii Authors Declaration......................................................................................................... iv Acknowledgements ........................................................................................................... v Statement of Contributions ............................................................................................. vi List of Tables .................................................................................................................... xi List of Figures .................................................................................................................. xii Chapter 1 ........................................................................................................................... 1 Introduction ....................................................................................................................... 1 1.1 Definitions ............................................................................................................ 3 1.2 Overview .............................................................................................................. 6 1.3 The Research Goals ............................................................................................ 7 1.4 Rationale and Research Questions .................................................................... 8 Chapter 2 ......................................................................................................................... 12 Literature Review ........................................................................................................... 12 2.1 Overview ................................................................................................................ 12 2.2 Acknowledging the History .................................................................................. 14 2.3 Truth and Reconciliation ..................................................................................... 16 2.3.1 Policy, programs and current frameworks. ................................................ 16 ELDER PERSPECTIVES viii 2.4 Language Endangerment ..................................................................................... 18 2.4.1 The current state of language revival in Canada. ....................................... 24 2.4.2 Indigenous language programming in the Canadian public K - 12 education system. ................................................................................................................ 25 2.4.3 Adult language programs. ............................................................................. 26 2.4.4 Digital technologies in Indigenous language revival. .................................. 27 2.5 Intersecting Roles .................................................................................................. 28 2.5.1 The role of Elders. .......................................................................................... 29 2.5.2 The role of technology. .................................................................................. 30 2.5.3 The role of youth. ........................................................................................... 32 Chapter 3 ......................................................................................................................... 35 Methodology .................................................................................................................... 35 3.1 Context ................................................................................................................... 36 3.2 Design ..................................................................................................................... 38 3.2.1 Participants and selection criteria. ............................................................... 40 3.2.2 Data collection tools. ...................................................................................... 40 3.3 Procedure ..............................................................................................................
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