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Telling Stories Together: A collaborative technology-based curriculum project for an endangered language community
|Title:||Telling Stories Together: A collaborative technology-based curriculum project for an endangered language community|
|Contributors:||Taylor-Adams, Allison (speaker)|
|Date Issued:||12 Mar 2015|
|Description:||Language revitalization efforts are enhanced not only when the language is brought to new users, but also when it is brought into new domains of use. This project creates a template for computer-assisted language learning that aims to maximize L2 learning through task-based, constructivist uses of free Web 2.0 tools.|
This template includes two sets of parallel activities. For each set, students work together to brainstorm, illustrate, write, edit, and publish a story, conducting all activities in the L2. One set directs students to record native speakers retelling stories they know in their language, while the second develops a new story from the students’ own life experiences or imaginations. Each step of the writing process will be completed using a specific open-access online tool:
• Stage 1: Pre-write – This stage uses SoundCloud, a free web-based audio recording and streaming tool which can upload files from a computer, or record directly into the website.
• Stage 2: Story development and illustrations – This stage uses Flickr, a free photography and image hosting site, to find images that illustrate or relate to the stories.
• Stage 3: Collaborative writing – This stage uses Google Docs. The first team transcribes a known story recorded from an elder while the second develops and elaborates its new story.
• Stage 4: Editing and revising – This stage employs Google Tasks to complete revising and editing.
• Stage 5: Publishing – This final stage uses Lulu, an internet-based self-publishing service.
These tools accommodate special circumstances faced by many indigenous communities. Many communities who fit this intended design have a very small pool of potential language learners, and such small numbers make it difficult to teach separate classes for students at varying proficiency levels; this template accommodates this by employing activities in which learners at every level (beginning, intermediate, advanced, and native speakers) can take leading roles. Additionally, having the entire story-building process take place via low cost web tools means that students can participate and collaborate remotely, if geography or other factors make a physical language classroom impractical.
At the end of this project, the learners will have potentially produced two new texts, one based on a traditional story and one based on in-language creative writing. This project, therefore, empowers young learners to be active language revitalizers, not just through their own language acquisition, but also through development of materials that contribute to the literary corpus of their community.
|Rights:||Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported|
|Appears in Collections:||
4th International Conference on Language Documentation and Conservation (ICLDC)|
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