Perspectives on relationality in online Indigenous language learning

Bibliographic Data

ID2389514
AuthorsCourtney Tennell (0000-0003-1062-0409, University of Oklahoma, corresponding author), Kari Ab Chew (0000-0003-1229-2437, Cherokee Nation)
Year2024
Volume20
Issue3
Pages512-520
Publication date2024-09-01
Open AccessYes
TypeARTICLE
VenueAlterNative An International Journal of Indigenous Peoples (JOURNAL)
Journal identifiersISSN: 1177-1801 • E-ISSN: 1174-1740
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/11771801241261699
OpenAlexW4400963742
LanguageEN
References cited17

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

Biology · Cognitive science · Indigenous · Linguistics · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching · Ecology

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