Why write in a language that (almost) no one can read? Twitter and the development of written literature

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dc.contributor.authorLillehaugen, Brook Danielle
dc.date.accessioned2016-09-22T03:01:51Z
dc.date.available2016-09-22T03:01:51Z
dc.date.issued2016-09
dc.description.abstractThe development of written literature in languages which are not usually written by their speakers can be confounded by a circular problem. Potential writers are reluctant or unmotivated to write in a language that no one can read. But at the same time, why learn to read a language for which there is nothing available to read? The writers wait for the readership, while the readers wait for material. In this paper I argue that Twitter can be used effectively to support burgeoning writers of languages for which no current readership exists by partnering writers with volunteer readers who do not need to know the target language. I lay out a model for this type of work that is an effective way for outside linguists and their students to support indigenous language activists. (For a Spanish translation of this article see http://hdl.handle.net/10125/24767).
dc.description.sponsorshipNational Foreign Language Resource Center
dc.format.extent38
dc.identifier.citationLillehaugen, Brook Danielle. 2016. Why write in a language that (almost) no one can read? Twitter and the development of written literature. Language Documentation & Conservation 10. 356-393.
dc.identifier.issn1934-5275
dc.identifier.urihttp://hdl.handle.net/10125/24702
dc.language.isoen-US
dc.publisherUniversity of Hawaii Press
dc.relation.hasversionhttp://hdl.handle.net/10125/24767
dc.rightsCreative Commons Attribution-NonCommercial 4.0 International
dc.subjectindigenous languages
dc.subjectthreatened languages
dc.subjectliterature development
dc.subjectlanguage revitalization
dc.subjectTwitter
dc.subjectMesoamerican languages
dc.titleWhy write in a language that (almost) no one can read? Twitter and the development of written literature
dc.typeArticle
dc.type.dcmiText
prism.endingpage393
prism.startingpage356

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Volume 10 : Language Documentation & Conservation