Remote language revitalisation efforts during COVID-19
Name
Remote language revitalisation efforts during COVID-19.pdf
Description
Published version
Size
757.92 KB
Format
Adobe PDF
Checksum (MD5)
9ce3bda426909e1a23da6d10b54f4673
Author(s)
Wiley-Camacho, Grahm
Hillaire, Garron
Buttimer, Christopher J
Colwell, Richard
Date Issued
June 13, 2022
Journal
Technology, Pedagogy and Education
Publisher
Taylor & Francis
Citation
Wiley-Camacho, G., Hillaire, G., Buttimer, C. J., & Colwell, R. (2022). Remote language revitalisation efforts during COVID-19. Technology, Pedagogy and Education, 31(3), 331–345.
Version
Final published version
Abstract
As schools shift to online instruction during the COVID-19 pandemic, it is important to support disenfranchised populations and keep issues of equity at the centre of our response. In this study, the authors focus on supporting one of the few urban-based Indigenous language schools in the United States because language revitalisation is critical for Native American communities. The authors explore the extent to which video conferencing and flipped classrooms support the development of a community of speakers. The study focuses on a single classroom of 16 students in first through third grade. The authors use a digital decolonisation framework focused on empowering local communities in conjunction with design-based research methodology to explore contextualised remote instruction solutions. They report on benefits for the development of a community of speakers from remote instruction that come with costs in reduced efficacy of language learning. Finally, they distil those results into preliminary design principles.
MIT Department
Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing
Terms of Use
Creative Commons Attribution-NonCommercial-NoDerivatives
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1080/1475939X.2022.2077819
