Revitalization of an Indigenous Language: Which is Better the Teacher or the App?

• Published in: Proceedings of the International Conference on e-Learning (Online) pp. 344 - XVII
• Main Authors: Ramírez, Gloria, ElMiligi, Haytham, Walton, Patrick, Billy, Christine
• Format: Conference Proceeding
• Language: English
• Published: Kidmore End Academic Conferences International Limited 01.07.2018
• Subjects: Children; Councils; Culture; Dialects; Dictionaries; Education; Educational technology; Elementary School Students; Elementary schools; English as a second language; Learning; Learning Processes; Multiple choice; Native languages; Native North Americans; Regeneration; Teacher Certification; Teachers; Teaching; Teaching Methods; Variance analysis; New York; Canada; Montana; United States > US
• ISSN: 2048-8882; 2048-8890

The main purpose of this study was to identify whether using digital technology such as apps can enhance Indigenous language learning. Currently there are less than 200 fluent speakers of Secwepemctsín; therefore, insights form this study will make a valuable contribution to the community efforts to revitalize the language. This study examined the effect of using two apps to teach Secwepemctsín to a group of elementary school children (N = 96). Indigenous children from K-7 were assigned to one of two conditions: (a) learning vocabulary related to clothes with the language teacher or (b) learning the same content playing with apps designed for the study to teach Secwepemctsín. Over a period of two weeks, each group had the opportunity to learn target vocabulary during 15-20 minutes, two times on different days. At the end of the lesson on the second day, children were tested on their learning using a multiple-choice vocabulary test. To identify further learning, all participants were tested a second time a few days later. Two separate analyses of variance were performed with vocabulary at time one and time two as outcome variables. Methods of instruction (apps versus teacher), and school level (primary versus intermediate) were fixed factors. Univariate analyses showed that at time 1, children performed similarly regardless of the condition or level. However, at time two there was a main effect for method of instruction and an interaction between method and level. Children in the upper grade level and the teacher only condition performed significantly better than children in the apps condition. This suggests that whereas children in the teacher condition continued to learn vocabulary over the teaching time but those in the apps condition did not. It is possible that the effect of the apps disappeared by the third lesson, whereas the teacher was able to continue innovating and engaging the children in learning. Implications for effective incorporation of language learning apps into teaching and for app design are discussed.