Mobile Learning as a Tool for Indigenous Language Revitalization and Sustainability in Canada: Framing the Challenge

Mobile Learning as a Tool for Indigenous Language Revitalization and Sustainability in Canada: Framing the Challenge

Marguerite Koole (University of Saskatchewan, Canada) and Kevin wâsakâyâsiw Lewis (University of Saskatchewan, Canada)
Copyright: © 2020 |Pages: 13
DOI: 10.4018/978-1-7998-0423-9.ch028

Abstract

In this article, the authors explore how mobile learning can complement the Certificate of Indigenous Languages program at the University of Saskatchewan in Western Canada. Through the FRAME model analysis, the authors extract salient cultural, pedagogical, environmental, and technological characteristics that should be considered in the development of mobile learning tools and approaches for Cree language teachers. It is hoped that this article will stimulate a dialogue amongst designers and Indigenous groups regarding language sustainability through mobile learning. The article concludes with key findings: the need to follow protocols, to establish good relationships, and to design for areas of low/no bandwidth. Finally, the examination of current Indigenous language learning methods provides ideas for the development of much needed “apps” appropriate for Cree learners and teachers.
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Frame Analysis

The FRAME model is depicted as a Venn diagram comprising three intersecting circles representing social, device, and learner aspects (Figure 1).

Figure 1.

The FRAME model

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