For many Indigenous Nations and organizations, computer-assisted language learning (CALL) courses have become an effective means to support Indigenous language revitalization and reclamation (ILR) efforts. Engaging a methodology of storywork and highlighting relationships between relevant fields of ILR, CALL, and applied linguistics, this article…

This article shares a participatory action research project about the use of technology, specifically online Indigenous language courses, to learn and teach Indigenous languages. The research collaborators are the NETOLNEW "one mind, one people" Partnership, 7000 Languages, and two Indigenous Partners who have created courses with 7000…

This paper outlines the design, development, and preliminary usability study of a system comprising (1) a web-based Indigenous lesson-creation interface and (2) an accompanying mobile app for studying the lessons. The Nisotak project was developed in response to the need for the preservation of Indigenous languages and to support reconciliation…

Drawing on the authors' experiences developing Rosetta Stone Chickasaw (RSC), an asynchronous online Chikashshanompa' (Chickasaw language) course, this article shares examples of how relationality is enacted in online Indigenous language learning. We discuss the RSC interface and ways that it created opportunities and barriers to centering…

The use of computing technologies in less commonly taught language (LCTL) and endangered language (EL) learning is different from mainstream computer-assisted language learning (CALL), where several languages, most noticeably English, dominate the literature. Many most commonly taught language (MCTL) learners learn a language for a variety of…

This research examines three American Indian Language Development Institute (AILDI) participants who registered and completed the "Computer Applications for Indigenous Language Communities" course at the University of Arizona between summer 2003 and summer 2007, at a time when digital technology was emerging, particularly in Indigenous…

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…

Ease of access, production, and distribution have made online technologies popular in language revitalization. By incorporating multimodal resources, audio, video, and games, they attract indigenous communities undergoing language shift in hopes of its reversal. However, by merely expanding language revitalization to the web, many language…

Although Indigenous language loss and revitalization are not new topics of academic work nor new areas of community activism (e.g., King, 2001; Grenoble & Whaley, 2006), increased attention has been paid in recent years to the ways that new technology can support efforts to teach and renew endangered languages such as Ojibwe. However, much of…

This dissertation reports findings from a study documenting the use of multimedia technology among Indigenous language communities to assist language learners, speakers, instructors, and institutions learn about multimedia technologies that have contributed to Indigenous language revitalization, education, documentation, preservation, and…