Remote language revitalisation efforts during COVID-19

Wiley-Camacho et al. investigate how digital learning tools, such as videoconferencing and flipped classrooms, can be best leveraged to support teachers engaged in language revitalization in tribal elementary schools. They find that at the Salish School of Spokane, video conferencing and flipped classrooms can both prompt community-building, intergenerational transmission/connections, and comprehension as students work on understanding class content without traditional in-class supports. They report that the flipped classroom structure can lead to improved pronunciation; however, both the flipped classroom and use of video conferencing decrease unprompted language use.

Wiley-Camacho, G., Hillaire, G., Buttimer, C. J., & Colwell, R. (2022). Remote language revitalisation efforts during COVID-19. Technology, Pedagogy and Education, 31(3), 331–345. https://doi.org/10.1080/1475939X.2022.2077819