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On-Line Research DIGITAL DREAMING: A National Review of Indigenous Media and Communications Aboriginal and Torres Strait Islander Commission http://www.atsic.gov.au/Programs/broadcasting/Digital_Dreaming/default.asp Guidelines for Strengthening Indigenous Languages Adopted by Assembly of Alaska Native Educators. Anchorage, Alaska, February 6, 2001 Alaska Native Knowledge Network http://www.ankn.uaf.edu/standards/Language.html The Role of the Computer in Learning Ndjébbana Glenn Auld. Language Learning & Technology. Special Issue, Technology and Indigenous Languages. Volume 6, Number 2, May 2002. http://llt.msu.edu/vol6num2/default.html Internet Strategies for Empowering Indigenous Communities in Teaching and Learning Ron Aust, Brian Newberry, and Paul Resta. INET, 1996. http://www.isoc.org/isoc/whatis/conferences/inet/96/proceedings/h4/h4_4.htm Charter Schools Keep Native Language Alive by Rhoda Barton. Northwest Education Magazine, Vol. 9, No.3, Spring 2004. http://www.nwrel.org/nwedu/09-03/charter.php Saving a Language with Computers, Tape Recorders, and Radio Ruth Bennet. 2003. In Nuturing Native Languages. Reyner, J., Octaviana V. Trujillo, Roberto Luis Carrasco, and Louise Lockard. Northern Arizona University. http://jan.ucc.nau.edu/~jar/NNL/NNL_5.pdf Reversing Russia's Indigenous Languages Shift in View of International Experience: A Policy Brief for the FSA Contemporary Issues Fellowship Program. Tamamara Borgoiakova. http://www.irex.org/programs/ci/spotlight/03-feb-jun/Borgoiakova.pdf CAN THE WEB HELP SAVE MY LANGUAGE?Laura Buszard-Welcher. Published in Leanne Hinton and Ken Hale, eds. (2001) The Green Book of Language Revitalization in Practice. Pp. 331-48. San Diego: Academic Press. http://www.potawatomilang.org/Reference/endlgsweb4.htm

My research on the use of Internet for Hawaiian language revitalization is congruent with these perspectives. When Hawaiian language educators first began thinking about using the Internet, they confronted an unfriendly terrain. There was virtually no information in the Hawaiian language on the Internet, and web sites devoted to Hawaiian culture had mostly been developed by tourist agencies. Few Native Hawaiians had Internet access in the home nor in their schools. The Internet and the computers it was developed on did not readily support the use of Hawaiian language diacritical marks. In response to this situation, the Hawaiian educational community developed their own Bulletin Board System in Hawaiian, they worked to get their schools online, and they developed software solutions to modify computer operating systems to allow full Hawaiian-language operation, including Hawaiian language menus. Most importantly, they designed and implemented educational uses of the Internet which built off of the social and cultural strengths of the Hawaiian community, emphasizing Hawaiian cultural traditions such as 'talking story' and encouraging student development of multimedia online content which critically interpreted the Hawaiian experience. Though they have much more work to do, they have taken important steps towards creating a Hawaiian presence on the Internet which is congruent with their culture and which furthers their aims of language and culture revitalization.

Table of Contents Publication Information Repatriated Bones, Unrepatriated Spirits Richard Littlebear Introduction: Some Basics of Indigenous Language Revitalization Jon Reyhner Obstacles and Opportunities for Language Revitalization 1. Some Rare and Radical Ideas for Keeping Indigenous Languages Alive Richard Littlebear 2. Running the Gauntlet of an Indigenous Language Program Steve Greymorning Language Revitalization Efforts and Approaches 3. Sm’algyax Language Renewal: Prospects and Options Daniel S. Rubin 4. Reversing Language Shift: Can Kwak’wala Be RevivedStan J. Anonby 5. Using TPR-Storytelling to Develop Fluency and Literacy in Native American LanguagesGina P. Cantoni 6. Documenting and Maintaining Native American Languages for the 21st Century: The Indiana University Model Douglas R. Parks, Julia Kushner, Wallace Hooper, Francis Flavin, Delilah Yellow Bird, Selena Ditmar * Native Language for Every Subject: The Cree Language of Instruction Project Barbara Burnaby, Marguerite MacKenzie, Luci Bobbish Salt The Role of Writing in Language Revitalization 7. The Place of Writing in Preserving an Oral Language Ruth Bennett, Pam Mattz, Silish Jackson, Harold Campbell 8. Indigenous Language Codification: Cultural Effects Brian Bielenberg Using Technology in Language Revitalization 9. Enhancing Language Material Availability Using Computers Mizuki Miyashita and Laura A. Moll 10. The New Mass Media and the Shaping of Amazigh Identity Amar Almasude 11. Self-Publishing Indigenous Language Materials Robert N. St. Clair, John Busch, B. Joanne Webb

Some Basics of Indigenous Language Revitalization Jon Reyhner Drawing from papers presented at the five Stabilizing Indigenous Languages symposiums held since 1994, activities are recommended for language Revitalization at each of Joshua Fishman's eight stages of language loss. The role of writing in indigenous language Revitalization is discussed, and two types of language use, primary and secondary discourse, are described. The conclusion stresses the importance of motivating language learners and using teaching methods and materials that have proven effective in indigenous communities. Symposiums on teaching indigenous languages have been held annually since 1994 under the cosponsorship of Northern Arizona University's Bilingual Multicultural Education Program in its Center for Excellence in Education. The symposiums have featured a wide range of presentations, ranging from marketing the value of native languages, to implementing immersion teaching programs, to using Total Physical Response teaching techniques, to developing indigenous language textbooks useful for children, and even to teaching languages over the telephone.

The Future of Leokï Hale Kuamoÿo staff have ambitious plans for expanding Leokï in several directions. They would like to add additional features to the system, such as audio-visual conferences. They want to provide more regular and systematic teacher training so that educators throughout the immersion program develop both the technical and pedagogical expertise to full use of the system. After most of the immersion schools are brought on to the network this year, they hope to gradually expand the Leokï network into other schools and colleges where Hawaiian language is taught, and eventually into private homes. One important area for expansion would be the native speaking community on the small island of Niÿihau, possibly through creative uses of solar power and satellite telecoommunictions. Eventually, it should be possible to establish more cross-Pacific ties, with Hawaiians communicating in Hawaiian and other Polynesian languages with the Mäori, Tongan, Tahitian, Samoan, and other Pacific peoples. These steps will be taken gradually though, to make sure that Leokï first builds a strong foundation as Hawaiian-medium gathering place for the teachers and students who are striving for native-like fluency in the kula kaiapuni (immersion schools). "I ka �ölelo nö ke ola, i ka �ölelo nö ka make." In the language there is life, and in the language there is death. Hawaiians have a proud history of taking advantage of a wide range of media, from song to dance to print, to preserve and the life of their language and culture. Now they are using the computer to provide one more powerful voice for language use and revitalization, and their example can be of potential benefit to other indigenous communities throughout the world.

"Language is the SOUL of a nation." Chief Oren Lyons, Onondaga Nation

Photo: © Dan Budnick The Indigenous Language Institute, founded in 1992, is dedicated to the preservation, revitalization and perpetuation of languages. Its mission “recognizes the imminent loss of indigenous peoples' languages and acknowledges the individuality of indigenous communities. ILI facilitates innovative, for successful community-based initiatives for language revitalization through collaboration with other appropriate groups and organizations, and promotes public awareness of this crisis.” "Language is the SOUL of a nation." Chief Oren Lyons, Onondaga Nation

Ofelia Zepeda's work to inspire appreciation of the Tohono O'odham language is among her many efforts to preserve and revitalize the world's many endangered languages. She is considered one of the ...

Like a biologist gathering the specimens of an endangered species, the linguist Siripen Ungsitipoonporn sits in a bamboo hut taking down Chong words from a native speaker. Sarong- clad Chinpanpai, 62, whose bronzed skin and wavy hair mark her as belonging to the Chong, is helping Siripen compile the first Chong dictionary. She is one of the 3,000 or so speakers in their community fluent in Chong, roughly one fifth of the tribe.Today, Chong is taught three times a week in the tribe's primary schools. As a result, many schoolchildren can now speak a smattering of their mother tongue. "I was embarrassed to speak it, I felt just like a dot of ink among others," says Chen Phanpai, a former village head, when asked about the success of the language revitalization program. "But now I feel unique because nobody else speaks Chong."Sheldon Shaeffer, director of Unesco's Asia and Pacific Regional Bureau for Education, says that "Learning their mother tongue makes minorities more confident in themselves, and more approving of government initiatives."

Revitalizing Indigenous Languages (1998) "SPEAKING IN TONGUES: As Telecommunications, Tourism and Trade Make the World a Smaller Place, Languages Are Dying at an Alarming Rate," by James Geary, Time International Edition, July 7, 1997

Using Voxtec's technology, a Cherokee man developed Phraselator LC - Language Companion, it is now used by over 60 tribes for Native language revitalization. Speak English into the unit and it translates to any Native languages. www.ndnlanguage.com

Why try to preserve endangered languages? Wouldn't the world be simpler if there were fewer languages? Why care if languages die out? The truth is that a people's identity and culture are intimately tied to their language. Each language is unique. No one knows what riches may be hidden within an endangered language. We may never learn about the cultures whose languages have disappeared. And the wholesale loss of languages that we face today will greatly restrict how much we can learn about human culture, human cognition and the nature of language.   'ōlelo Hawai'i     Gaeilge Success Stories Language preservation is difficult, but there are some success stories. Some languages are literally coming back from the dead. Below are just a few of them. Hawaiian Hawaiian had become nearly extinct when the U.S. banned schools from teaching students in Hawaiian after annexing Hawai'i in 1898. Today, close to 10,000 Hawaiians speak their native tongue as compared to under 1,000 in 1983. This remarkable resurgence is supported in part by the use of technology. Hebrew Hebrew evolved in the past century from a written language with no native speakers into Israel's national tongue, spoken by 5 million people. Irish Gaelic The Irish have succeeded in preserving their native Gaelic to the point where it is now spoken by 13% of the population of the Republic of Ireland. Resources The International clearinghouse for endangered languages Foundation for endangered languages Bibliography on language endangerment and language revitalization UNESCO Red Book on endangered languages: Europe Wikipedia article on endangered language SIL endangered languages Bibliography of materials on endangered languages Language revival Technology for endangered languages in Australia OLAC: Open Language Archives Community Online resources for endangered languages (OREL)