| Summary: | Utilizing multimedia technology allows for materials to be developed and disseminated, expands the domains in which the language is used, provides relevance, significance and purpose, and also provides for preservation of Indigenous languages (Author 2009). This presentation discusses results from a course that enriches theory, practice and application with project-based outcomes (low-, mid-, and high-technology initiatives) based on the adapted technacy framework for Indigenous language revitalization (ATFILR). The ATFILR includes five components that are required to determine the appropriateness of the use of technology in Indigenous language revitalization: linguistic and cultural, social, technological, environmental, and economic factors. Every factor requires consideration of each of the other four factors to help decide the appropriateness of technology in response to local contexts and individual or community goals. Using this framework, the course created a platform to utilize multimedia technology resources that supports Indigenous language revitalization specifically and other heritage languages broadly, based upon a targeted audience and degree of fluency. Theoretical discussions were complemented with hands on technology training, which provided Indigenous and heritage language speakers, learners and educators opportunities to create and develop materials for language education. Students were re-introduced to mindtools that are common everyday technologies found in most homes, schools, and offices (i.e. word processing and presentation software) to learn with and along side. Using these tools, each student built upon their understanding to include new skills to increase linguistic and digital knowledge. In a short period of time, each student successfully created several language materials, in a language other than English, which included a hardcopy book (low-tech initiative), audio recording or digital story (mid-tech initiative), and a multimedia interactive language lesson (high-tech initiative). In addition, students demonstrated how their new developed materials would be used to supplement language learning and teaching environments. The cultural and linguistic diversity of the students and range of their academic backgrounds contributed to material development in various languages that included: həәn̓ q̓ əәmin̓ əәm̓ , Hul’q’umi’num’, Cree, Dene, Kwak’wala, Liq’wala, Sliammon, Nisga’a, Tahltan, Lakota, Mohegan, Maliseet, Maidu, Blackfoot, Musqueam, Nahuatl, Dogon, Lusoga, Greek, Japanese, Thai, Korean, Vietnamese, and Spanish. Though each student varied in their language ability, their enthusiasm and success came from the need to create language learning environments for their family, community, and students. 25259.mp3
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