{"title":"Perspectives on relationality in online Indigenous language learning","authors":"Courtney Tennell, Kari AB Chew","doi":"10.1177/11771801241261699","DOIUrl":null,"url":null,"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.","PeriodicalId":45786,"journal":{"name":"Alternative-An International Journal of Indigenous Peoples","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Alternative-An International Journal of Indigenous Peoples","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/11771801241261699","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ETHNIC STUDIES","Score":null,"Total":0}
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.