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Recording to revitalize: Language teachers and documentation design

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Item Summary Taylor-Adams, Allison 2019-08-26T23:01:27Z 2019-08-26T23:01:27Z 2019-08
dc.identifier.citation Taylor-Adams, Allison. 2019. Recording to revitalize: Language teachers and documentation design. Language Documentation & Conservation 13: 426-445.
dc.identifier.issn 1934-5275
dc.description.abstract As language communities lose their last first-language speakers, many turn to language teachers to carry on the important work of language maintenance and revival. How can we design documentation projects that will be useful for these future language users? This paper outlines findings from interviews conducted with ten teachers of Native languages of the Pacific Northwest. These teachers identified specific, concrete areas where language documentation has helped them in their revitalization work, and areas where there are noticeable and often frustrating gaps. Their reflections and observations lead to several concrete suggestions for what linguists can add to their documentation efforts, and also underscore the potential richness of a project designed with teachers in mind. Collaboration with future language revitalizers could be greatly beneficial both to language communities and to linguists.
dc.description.sponsorship National Foreign Language Resource Center
dc.format.extent 20 pages
dc.language.iso en-US
dc.publisher University of Hawaii Press
dc.rights Creative Commons Attribution-NonCommercial 4.0 International
dc.rights Attribution-NonCommercial 3.0 United States
dc.subject language documentation
dc.subject Pacific Northwest
dc.subject collaboration
dc.subject language revitalization
dc.title Recording to revitalize: Language teachers and documentation design
dc.type Article
dc.type.dcmi Text
prism.publicationname Language Documentation & Conservation
prism.volume 13
prism.startingpage 426
prism.endingpage 445
Appears in Collections: Volume 13 : Language Documentation & Conservation

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