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Applied field linguistics: delivering linguistic training to speakers of [endangered languages / Sally Rice
// Language and education 2011, Vol25, N.3 2011p. 319-338 As an offshoot of the Canadian Indigenous Languages and Literacy Development In¬stitute (CILLDI), the Department of Linguistics at the University of Alberta offers a Community Linguist Certificate (CLC) program to speakers of First Peoples’ languages of (mainly) Western Canada. The CLC program provides linguistic analysis and lan¬guage documentation training to speakers of endangered languages interested in working toward their preservation and revitalization. This paper describes the development of what is essentially a training program for applied field linguists, outlines the coursework associated with the CLC and addresses some of the impact this program is having on speakers and instructional staff alike
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Digital identities, student investments and eGranary as a placed resource / Bonny Norton and Carrie-Jane Williams
// Language and education 2012, Vol26, N.4 2012p. 315-329 In this article, we draw on our research on the digital portable library, eGranary, under-taken in a rural Ugandan village in 2008, to contribute to place-based studies of digital literacy. Our research project investigated the uptake of eGranary by students in the community, focusing on six secondary students who worked as library scholars in the local library. Drawing on Blommaert’s construct of scale, we illustrate how both space and time were implicated in the diverse practices associated with eGranary, and their in- dexical meanings in the wider community. In addition, with reference to Norton’s work on identity and investment, we illustrate how students’ identities shifted over time from trainee to tutor, and how the use of eGranary enhanced what was socially imaginable to the library scholars. We demonstrate that Norton’s construct of investment thus serves as a useful complement to Blommaert’s construct of scale. We also found, however, that students in the wider community who did not have access to eGranary engaged in practices of resistance. We conclude that while eGranary traveled well to Uganda, the limited local resources available in the community compromised its effectiveness, and may well limit the realization of students’ imagined identities for the future
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Pre-service teachers’ digital literacy practices: exploring contingency in identity and digital literacy in and out of educational contexts / Cathy Burnett
// Language and education 2011, Vol25, N.5 2011p. 433-449 This paper highlights the significance of teacher identity to debates about the disconnect between digital literacies within and beyond school by exploring pre-service teachers’ perspectives on digital literacy practices in their personal and professional lives. It uses aspects of Giddens’ work on self-identity to frame an analysis that suggests firstly that individuals engage in digital literacies in ways that reflect and uphold context-specific identities, and secondly that the drive to sustain a consistent ‘narrative of self’ may be significant to individuals’ engagement with new technologies. This in turn highlights the contingency of digital experience, which may be framed by a fluctuating sense of appropriateness, legitimacy and risk. This makes a new contribution to understanding why skills, orientations and attitudes associated with digital literacies do (or do not) survive the transition to educational contexts and is particularly relevant at a time when policy and research have suggested that current educational practice is outmoded. The paper argues that, if progress is to be made in investigating and developing pedagogies that capitalise on the potential of new technologies, then greater consideration needs to be given to how teachers experience digital literacy practices across different domains of their lives
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