Remote Language Revitalisation Efforts during COVID-19

Autor/inn/en	Wiley-Camacho, Grahm; Hillaire, Garron; Buttimer, Christopher J.; Colwell, Richard
Titel	Remote Language Revitalisation Efforts during COVID-19
Quelle	In: Technology, Pedagogy and Education, 31 (2022) 3, S.331-345 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hillaire, Garron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2022.2077819
Schlagwörter	Online Courses; COVID-19; Pandemics; School Closing; At Risk Students; Urban Schools; Language Maintenance; Native Language Instruction; American Indians; Videoconferencing; Flipped Classroom; Grade 1; Grade 2; Grade 3; Distance Education; Decolonization; American Indian Languages; Washington + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Sprachpflege; Native language education; Muttersprachlicher Unterricht; American Indian; Indianer; Flipped classrooms; Flip teaching; Inverted teaching; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Distance study; Distance learning; Fernunterricht; Dekolonisation; Entkolonialisierung
Abstract	As schools shift to online instruction during the COVID-19 pandemic, it is important to support disenfranchised populations and keep issues of equity at the centre of our response. In this study, the authors focus on supporting one of the few urban-based Indigenous language schools in the United States because language revitalisation is critical for Native American communities. The authors explore the extent to which video conferencing and flipped classrooms support the development of a community of speakers. The study focuses on a single classroom of 16 students in first through third grade. The authors use a digital decolonisation framework focused on empowering local communities in conjunction with design-based research methodology to explore contextualised remote instruction solutions. They report on benefits for the development of a community of speakers from remote instruction that come with costs in reduced efficacy of language learning. Finally, they distil those results into preliminary design principles. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01