6. Indigenizing Language Pedagogies with Technology: Entangling Human and Nonhuman Affordances for Indigenous Language and Culture Maintenance, Revitalization, and Reclamation

Advancing Critical CALL across Institutions and Borders - Reimagining Possibilities for Languages, Literacies, and Cultures - Emma Britton

Sabine Siekmann [+-]
University of Alaska Fairbanks
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Dr. Sabine Siekmann is Professor of Applied Linguistics at the University of Alaska Fairbanks. Specializing in language pedagogy, she conducts largely collaborative research in the areas of bilingualism, Indigenous language maintenance and revitalization, second language teaching, computer-assisted language learning, and critical intercultural education. Siekmann’s research is informed by cultural historical activity theory, teacher action research, and other critical approaches to language pedagogy and theory.
Joan Parker Webster [+-]
University of Alaska Fairbanks
Dr. Joan Parker Webster is a retired Associate Professor of Education at the University of Alaska Fairbanks (UAF), specializing in multiliteracies, critical pedagogy, and cross-cultural education. Currently, she is affiliated Assistant Professor in the UAF Center for Cross-Cultural Studies, primarily working within the Indigenous Studies PhD program. She continues to work with teacher action research collaboratives in STEAM education and to conduct critical ethnographic research with Alaska Native communities and schools.
Steven L. Thorne [+-]
Portland State University
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Dr. Steven L. Thorne is Professor of Second Language Acquisition in the Department of World Languages and Literatures at Portland State University (United States), with a secondary appointment in the Department of Applied Linguistics at the University of Groningen (Netherlands). His research interests include formative interventions in world languages education contexts, digital media and mobile technologies, Indigenous language reclamation, and investigations that draw upon sequential traditions of language analysis and usage-based approaches to language development.

Description

This chapter discusses four teacher-researcher inquiry projects designed to support Alaska Native language and cultural maintenance and revitalization efforts in school-based Indigenous language education. These projects, which were part of a series of grants that spanned 10 years, brought together various stakeholders including university faculty from different institutions, school district personnel, classroom teachers, and tribal organizations to participate in an interinstitutional collaborative community that focused on developing Indigenous language pedagogies that utilize digital technology as a transformative vehicle (Freire, 2005). In our meta-analysis of these projects, which are grounded in Indigenous ways of being-knowing-doing, we focus on how these teacher-researchers used technology to disrupt monoglossic and monolingual ideologies.

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Citation

Siekmann, Sabine; Webster, Joan Parker; Thorne, Steven L.. 6. Indigenizing Language Pedagogies with Technology: Entangling Human and Nonhuman Affordances for Indigenous Language and Culture Maintenance, Revitalization, and Reclamation. Advancing Critical CALL across Institutions and Borders - Reimagining Possibilities for Languages, Literacies, and Cultures. Equinox eBooks Publishing, United Kingdom. p. Apr 2025. ISBN 9781800505674. https://www.equinoxpub.com/home/view-chapter/?id=46552. Date accessed: 21 Nov 2024 doi: 10.1558/equinox.46552. Apr 2025

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