BC's Indigenous Public Post-Secondary Institute

EDUC-285 - Technological Innovations & Language I - 3.00 Credits

EDUC-285 - Technological Innovations & Language I - 3.00 Credits

Course Details
Technological Innovations & Language I will instruct students in the theory and practice of using new technology in language-revitalization pedagogy. Students will (i) explore application of multimedia technology tools (including digital audio, video and text) for teaching and learning an Aboriginal language, (ii) use web-based work and develop communication protocols for apprenticing with native-speaking elders, (iii) explore the application of interactive multimedia and web technology tools for teaching and learning an Aboriginal language.
Part of the:
  • Prerequisites : COMP 050, ADMN 165, or equivalent, working knowledge of an Aboriginal language and access to language resources and speakers, and completed 2nd year standing B.Ed.
    Course Outline
    Instructors Qualifications: Related Master's Degree.
    Office Hours: 1.5 per week
    Contact Hours: 45
    Student Evaluation
    Assignments 50 - 70%, Final 30 - 50%, Total 100 %. Grading procedures follow NVIT policy.
    Learning Outcomes: Upon successful completion of this course students should be able to:
  • create multimedia language teaching and learning resources through web-communication (audio-, video, and text-messaging);

  • integrate audio, visual, text, orality and narration in the production of a resources, such as a podcast, for teaching and learning an Aboriginal language;

  • build and integrate digital resources to assist with digital storytelling in teaching and learning an Aboriginal language; and

  • analyze and discuss their experiences as apprentices in an e-Master-Apprentice Program for learning an Aboriginal language.
  • Text and Materials:
  • Hinton, L., Vera, M., & Steele, N. (2002). How to Keep Your Language Alive: A Commonsense Approach to One-on-One Language Learning. Berkeley, CA: Heyday Books.

  • Indigenous Language Institute. (2004). Awakening Our Languages. Santa Fe, NM: Author.
  • Other Resources:
  • American Council on the Teaching of Foreign Languages. (1999). ACTFL Performance Guidelines for K-12 Learners. Yonkers, NY: ACTFL.

  • Assembly of First Nations. (1992). Towards Rebirth of First Nations Languages. Ottawa, ONT: AFN.

  • Bennett, R. (2003). Saving a Language with Computers, Tape Recorders, and Radio. In J. Reyhner, O. V. Trujillo, R. L. Carrasco & L. Lockard (Eds.), Nurturing Native Languages (pp. 59-77). Flagstaff, AZ: Northern Arizona University.

  • Brand, P., Elliott, J., & Foster, K. (2002). Language Revitalization Using Multimedia. In From Oral Traditions to Multimedia (pp. 245-246). Saanich, B.C.: Saanich Language Revitalization Project.
  • CALICO. (2004). Scholarly Activities in Compter-Assisted Language Learning; Development, Pedagogical Innovations, and Research. Available: www.calico.org (Accessed 28 June 2004).

  • Fishman, J. A. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon, UK: Multilingual Matters Limited.

  • Gardner, E. B. (2002). Tset Hikwstewx Te Sqwelteltset, We hold our language high: The meaning of Halq'eméylem language renewal in the everyday lives of Stó:L? people. Unpublished doctoral dissertation, Simon Fraser University.

  • The Green Book of Language Revitalization in Practice. (2001)L. Hinton & K. Hale (Eds.). San Diego, CA: Academic Press.

  • Hinton, L. (1993). Flutes of Fire: Essays on California Indian Languages. Berkeley, CA: Heyday Books.

  • Ka'awa, M., & Hawkins, E. (1997). Incorporating Technology Into a Hawaiian Language Curriculum. J. Rheyner (Ed.), (pp. 151-157). Flagstaff, AZ: Northern Arizona University.

  • Morrison, S., & Peterson, L. (2003, March). Using Technology to Teach Native American Languages. Available: http://www.cal.org/resources/langlink/feb03contents.html (Accessed June 28 2004).

  • Parks, D. R., Kushner, J., Hooper, W., Flavin, F., Yellow Bird, D., & Ditmar, S. (1999). Documenting and maintaining Native American languages for the 21st century: The Indiana University Model. In J. Reyhner, G. Cantoni, R. N. St. Clair & E. P. Yazzie (Eds.), Revitalizing Indigenous Languages (pp. 59-83). Flagstaff, AZ: Northern Arizona University.

  • Reyhner, J. (1999). Introduction: Some Basics of Indigenous Language Revitalization. In J. Reyhner, G. Cantoni, R. N. St. Clair & E. P. Yazzie (Eds.), Revitalizing Indigenous Languages (pp. v-xx). Flagstaff, AZ: Northern Arizona University.

  • Reyhner, J., & Tennant, E. (1995, Spring). Maintaining and Renewing Native Languages. The Bilingual Research Journal, 19(2), 279-304.

  • Rubin, D. S. (1999). Sm'algyax Language Renewal: Prospects and Options. In J. Reyhner, G. Cantoni, R. N. St. Clair & E. P. Yazzie (Eds.), Revitalizing Indigenous Languages (pp. 17-32). Flagstaff, AZ: Northern Arizona University.

  • Warschauer, M. (1996). Computer-Assisted Language Learning: An Introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: LogosInternational.

  • Warschauer, M., & Donaghy, K. (1997). Leokï: A Powerful Voice of Hawaiian Language Revitalization. Computer Assisted Language Learning, 10(4), 349-362.

  • Transfer Credits: Course Transfer information can be found at http:/www.bccat.bc.ca
    Other Information: This course is intended for the following individuals:
  • First Nations language teachers working with communities whose language is severely endangered

  • Moderately fluent individuals who want to develop further fluency in their language for the purpose of teaching others

  • Current B.Ed students (minimum of third year standing) working to become a language teacher

  • First Nations language teachers who want to incorporate using computer and web-technology in teaching and learning a First Nations language.

  • Education Council approved November 2006.