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Critical Design for Indigenous Language Learning: a Critical Qualitative Study of CALL Design in an Australian Aboriginal Language

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Critical Design for Indigenous Language Learning: a Critical Qualitative Study of CALL Design in an Australian Aboriginal Language Critical design for Indigenous language learning: a critical qualitative study of CALL design in an Australian Aboriginal language Virginia Walpole Westwood Bachelor of Agricultural Science This thesis is presented for the degree of Doctor of Philosophy of Murdoch University 2017 Declaration of originality I declare that this thesis is my own account of my research and contains as its main content work which has not previously been submitted for a degree at any tertiary education institution. iii Abstract Over 30 years of Indigenous language continuation efforts around the globe have not halted or reversed the escalating decline in usage of Indigenous languages. Despite the success of computer-assisted language learning (CALL) in commonly spoken languages, there have been few implementations in Indigenous language contexts. The research aimed to gain an understanding of this situation by problematising CALL and CALL design. The investigation was carried out in north-west Western Australia, with Nyikina co- researchers, through a collegiate participatory design – development process. The study employed design-based research (DBR) as critical qualitative inquiry, resulting in both theoretical and practical outcomes. Grounded theory as a guide to data collection and analysis led to the exposure of linguistic colonisation of Indigenous languages and language learning design. This explanatory theory underpinned the research problem. It also shaped the DBR outcomes of a practical artefact (Nyikina nganka Yimardoowarra), participant benefits, formulation of a critical contextual design model (CCDM) for language learning design and consequent design guidelines for CALL in an Indigenous language. The study confirmed the use of critical qualitative DBR as a powerful and effective research methodology for investigating design and development of educational materials. The CCDM is a broad concept for design, consisting of five levels. Language learning design starts with the language community and origins, and form and usage of the language. These foundations inform language learning theory and thence pedagogy. Finally, development of the product is a situated activity and CALL is only one mode of delivery. The research identifies an urgent need for international collaborative research with Indigenous communities using the CCDM to develop appropriate learning theory, pedagogy and delivery for oral Indigenous languages. v Table of Contents Declaration of originality iii Abstract v Table of Contents vii List of Figures xi List of Tables xiii Key terms 1 Acknowledgements 4 Chapter 1. Introduction 7 Introduction .............................................................................................................. 7 1.1 Indigenous languages and the Indigenous world .......................................... 9 1.2 Indigenous languages and the Western world ............................................. 12 1.3 Computer assisted language learning (CALL) ............................................ 15 1.4 Research problem ........................................................................................ 17 1.5 Researcher standpoint .................................................................................. 18 1.6 Significance of the study ............................................................................. 19 1.7 Organisation of the thesis ............................................................................ 20 Summary ................................................................................................................ 22 Chapter 2. Review of the literature 23 Introduction ............................................................................................................ 23 2.1 What is CALL design .................................................................................. 24 2.2 Implementations of CALL in Indigenous languages................................... 26 2.3 CALL: theory, research and practice........................................................... 35 2.4 Critical design in education and technology ............................................... 39 2.5 Research question ........................................................................................ 44 2.6 Research approach ....................................................................................... 45 Summary ................................................................................................................ 49 Chapter 3. Design-based research as critical qualitative inquiry 51 Introduction ............................................................................................................ 51 3.1 Theoretical framework ................................................................................ 52 3.2 Research methodology ................................................................................ 55 Design-based research ........................................................................................ 55 Critical approach ................................................................................................. 60 vii Decolonising methodologies .............................................................................. 62 Qualitative inquiry .............................................................................................. 64 Research goals .................................................................................................... 64 Outcomes ............................................................................................................ 65 Artefact design .................................................................................................... 67 Data collection, analysis and interpretation ........................................................ 70 Reporting ............................................................................................................ 74 3.3 Research methods ........................................................................................ 75 Invitation ............................................................................................................. 75 Partnership .......................................................................................................... 76 Location .............................................................................................................. 76 Co-researchers .................................................................................................... 77 Artefact model .................................................................................................... 79 Artefact design and development ....................................................................... 81 Data ..................................................................................................................... 82 Ethics and cultural safety .................................................................................... 86 Funding ............................................................................................................... 91 Summary ................................................................................................................ 91 Chapter 4. Enactment of two design – development iterations 93 Introduction ............................................................................................................ 93 4.1 Preparation................................................................................................... 95 4.2 Iteration 1 – Development ......................................................................... 103 4.3 Iteration 1 – Reflection .............................................................................. 117 4.4 Iteration 2 – Development ......................................................................... 120 4.5 Iteration 2 – Reflection .............................................................................. 128 Summary .............................................................................................................. 130 Chapter 5. Grounded theory data analysis 133 Introduction .......................................................................................................... 133 5.1 Method....................................................................................................... 135 5.2 Four core findings ..................................................................................... 136 Summary .............................................................................................................. 157 Chapter 6. Final reflection – Outcomes 159 Introduction .......................................................................................................... 159 6.1 Artefact – CALL program Nyikina nganka Yimardoowarra .................... 162 viii 6.2 Contextual theory – Linguistic colonisation of Indigenous languages ..... 163 6.3 Design model – Critical contextual design model (CCDM) ..................... 164 6.4 Design principles – Five contextual design principles, with guidelines for implementation ..................................................................................................... 171 6.5 Participant benefits – Relationships .......................................................... 173 6.6 Design-based research as critical qualitative methodology ...................... 174 Summary .............................................................................................................
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