Perspectives on relationality in online Indigenous language learning

IF 1.6 Q2 ETHNIC STUDIES
Courtney Tennell, Kari AB Chew
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引用次数: 0

Abstract

This study focuses on perspectives and experiences of Indigenous community members who have either created or are in the process of creating computer-assisted language learning courses for Indigenous languages and how these community members center relationality in the creation of the courses. We engaged a decolonizing and relational methodology to document Indigenous language courses and co-create knowledge with Indigenous language course creators. We conducted qualitative interviews with creators of 11 asynchronous Indigenous language computer-assisted language learning courses to learn how these creators enact relationality and cultural values in online language courses. From analysis of these interviews, five key themes emerged related to: (a) language planning; (b) partnering with technology providers; (c) Indigenous expertise; (d) decolonizing praxis; and (e) relational epistemologies. The researchers share ways that communities can center relational epistemologies when creating their own computer-assisted language learning courses.
在线土著语言学习中的关系性视角
本研究的重点是已经或正在创建土著语言计算机辅助语言学习课程的土著社区成员的观点和经验,以及这些社区成员如何在创建课程的过程中将关系性作为中心。我们采用非殖民化和关系性的方法来记录土著语言课程,并与土著语言课程创建者共同创造知识。我们对 11 门异步原住民语言计算机辅助语言学习课程的创建者进行了定性访谈,以了解这些创建者如何在在线语言课程中体现关系性和文化价值。通过对这些访谈的分析,得出了五个关键主题,分别涉及(a) 语言规划;(b) 与技术提供者合作;(c) 土著专门知识;(d) 非殖民化实践;(e) 关系认识论。研究人员分享了社区在创建自己的计算机辅助语言学习课程时以关系认识论为中心的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.40
自引率
10.50%
发文量
72
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