This chapter introduces the volume, Collaborative Approaches to the Challenge of Language Documentation and Conservation, providing a short justification for the volume, summarizing each of the eight chapters, and identifying major themes that emerge in the chapters.National Foreign Language Resource Cente

de Lima Silva, Wilson

Riestenberg, Katherine J.

English

ScholarSpace at University of Hawai'i at Manoa

Language Documentation & Conservation Special Publication No. 20 Collaborative Approaches to the Challenge of Language Documentation and Conservation: Selected papers from the 2018 Symposium on American Indian Languages (SAIL) ed. by Wilson de Lima Silva and Katherine Riestenberg, p.1-5 http://nlfrc.hawaii.edu/ldc/ http://handle.net/24928  CC Licensed under Creative Commons Attribution-Non-Commercial 4.0 International  ISBN: 978-0-9973295-8-2   Introduction:  Collaborative approaches to the challenges of language documentation and conservation  Wilson de Lima Silva University of Arizona  Katherine J. Riestenberg Bryn Mawr College      The papers in this special issue are the result of case studies on methods in lan-guage documentation, language conservation, and language reclamation in the Ameri-cas. These papers were first presented at the 6th Symposium for American Indian Lan-guages, held at the University of Ottawa, on April 13-14, 2018, jointly with the Work-shop on the Structure and Constituency in the Languages of the Americas (WSCLA). SAIL and WSCLA were funded by a Connection Grants (#611-2017-0613) from the Social Sciences and Humanities Research Council of Canada (SSHRC).1 The papers bring together unique, informed and relevant insights at the interface of several domains (language documentation, language conservation, and language rec-lamation, language assessment surveys), in which the focus is on Indigenous commu-nities and their efforts to preserve and/or reclaim their language for the future genera-tion of speakers. This is the first time papers presented at SAIL have been published together in one special volume. They build on the increasing efforts towards commu-nity-based language research around the globe (see for example Bischoff & Jany 2018; Czaykowska-Higgins 2009; Hinton & Hale 2013 [2001]; Penfield et al. 2008). There is a great deal of published material that resulted from community-based language revi-talization work on the Indigenous languages of Canada and the United States (Burnany & Reyhner 2002; Cantoni 1996; Reyhner 1990, 1997; Reyhner et al. 1999, Reyhner & Lockard 2009).2 Some recent volumes with case studies include Coronel-Molina & McCarty (2016) and Pérez Báez et al. (2016). This is not to say that community-based research is not being undertaken in these regions (see Fitzgerald, to appear, for an over-view of the community-based research taking place in the Amazon region) and reports on some of the current community-based research in these regions have been published in open source journals such as Language Documentation & Conservation (e.g., Ca-ballero 2017, Cruz & Woodbury 2014, Silva 2016, Stenzel 2014; Yamada 2007) and Language Documentation and Description (e.g. Hornberger 2017, Olko 2018). The                                                    1 Principal Investigator: Andrés Pablo Salanova, University of Ottawa; and co-PI: Wilson de Lima Silva, University of Arizona. We also thank the University of Ottawa’s Linguistics Department for the support in hosting SAIL2018 and all speakers and attendees for the fruitful discussions. 2 Most of these resulted from papers presented at the Stabilizing Indigenous Languages Symposium, and are available online at http://jan.ucc.nau.edu/~jar/books.html (visited August 20, 2019). 1 Introduction: Collaborative approaches to language documentation and conservation   LANGUAGE DOCUMENTATION AND CONSERVATION 2 present issue builds on the trend of reporting case studies of community-based Indige-nous language research so that we may better understand the challenges and successes of engaging in this work in diverse contexts. This issue includes seven contributions that grew out of SAIL and the conver-sations and interactions that followed between the contributors and us, the editors. All the contributions were blind-reviewed by colleagues who are Indigenous linguists and/or are engaged in community-based research or “collaborative consultation” (Leonard & Haynes 2010) with Indigenous languages of the Americas. All three sub-continents of the Americas are represented in the papers in this volume. The first con-tribution of this volume, by Carreau, Dane, Klassen, Mitchell, & Cox provides an ac-count of a partnership between a university and community-based organizations with the goal of implementing Community Service Learning (CSL) around language docu-mentation training (e.g. linguistic annotation and the use of software tools to create searchable text). As a case study, they show how the collaboration between the Yukon Native Language Centre and graduate students from Carleton University contributes to community priorities for local language programs, resources, and training of both com-munity members and graduate students. Furthermore, they show how this collaboration can foster mutually supportive relationships between a community-based organization and an academic institution, thus emphasizing the role of collaboration as a core com-ponent in language documentation and revitalization projects. Josh Holden examines the role of land-based education and ceremony in the curriculum at Blue Quills University, and the contribution to language reclamation work. He also describes some of the approaches to teaching linguistics as well as Cree and Dene languages as second languages. Holden zeroes in on the creation of linguistic vocabulary for talking about the sounds and grammatical aspects of the language as a way to facilitate the teaching of linguistics in the Dene language. This activity not only broadens the domain in which Dene language can be used, but also provides a sense of ownership among the students who are part of the process of creating new lexicon in the language.  Benjamin Frey provides an assessment of the usefulness of corpora creation in Cherokee (Iroquoian, ISO 639-3 chr) for second language learning and language revi-talization efforts. He discusses the challenges and pitfalls of corpora creation in Cher-okee, noting for example how some concepts like words versus phrases can be prob-lematic for automatic translation due to the language’s complex morphology. Notwith-standing, Frey presents some insights on how the corpora can be used for teaching and learning the language.  Suzi Lima describes the process of creating a monolingual pedagogical gram-mar of Kawaiwete (Tupian) as an outcome of a community-based language documen-tation project. Lima lays out the model she used to engage community members in language research through a series of linguistic workshops in the Kawaiwete commu-nities. She demonstrates that in the process of creating material for language mainte-nance efforts, scholars can also contribute with capacity-building by training commu-nity members who are interested in these activities to become researchers of their own languages. Katherine J. Riestenberg reports on teaching practices at a small Sierra Juárez-Zapotec (Otomanguean, ISO 639-3 zaa) language revitalization program in San Pablo Macuiltianguis, Oaxaca, Mexico. Teachers at the program have sought strategies to support their student’s speaking abilities in the language. Riestenberg describes her work with the program which was aimed at adapting communicative language teaching Introduction: Collaborative approaches to language documentation and conservation   LANGUAGE DOCUMENTATION AND CONSERVATION 3 strategies to be more useful and appropriate for this particular context, noting that ex-isting research on communicative language teaching has largely ignored the challenges of language revitalization. She explains how teachers adapted and applied two particu-lar strategies: providing rich input and supporting meaningful social interaction. The examples show how teachers can support students’ learning even when few pedagogi-cal resources are available. Laurel Anne Hasler, Marie Odile Junker, Marguerite MacKenzie, Mimie Nea-cappo, & Delasie Torkornoo describe their work developing new terminology and cre-ating digital tools to support the East Cree (ISO 639-3 mbc) and Innu (ISO 639-3 moe) languages (Algonquian). Drawing on two cases, Innu terminology development in the legal context and East Cree terminology development in the medical context, the au-thors explain how workshops and digital technology supported the creation of new words as well as teaching resources such as interactive images, booklets, and multime-dia apps. Several challenges of this type of work are discussed, including dialectal var-iation, social context, and linguistic considerations. The paper demonstrates the ad-vantages of multi-community efforts in addressing these challenges. Frederick White explores the role of film and drama in Haida (ISO 639-3 hai) language revitalization. The paper focuses on a theatrical production, Sinxii’gangu, and a film, Edge of the Knife, both of which are entirely in Haida. White reflects on how these efforts have generated excitement about the seeing and hearing the language be-yond the typical settings (official community meetings, school), and he describes how they have offered opportunities to practice the language, especially everyday conversa-tion as opposed to narratives, which are more commonly documented. He notes that much of the language and cultural material was new to the writers, actors, and produc-ers, whose learning was guided by fluent elders. While he also points out some chal-lenges, he concludes with a list of ways these efforts have positively impacted Haida revitalization efforts. Vidhya Elango, Isabella Coutinho, & Suzi Lima examine the vitality of the Car-iban language Macuxi (ISO 639-3 mbc) and the Arawakan language, Wapixana (ISO 639-3 wap) in the multilingual community of Serra da Lua, Roraima, located in Brazil. Due to the proximity with the Guyana border, some people in the community also speak English. Although the primary goal of the survey was to provide a diagnostic of the vitality of the two Indigenous languages spoken in the community, the authors also provide a discussion of the use of English in this community. Even though community members have positive attitudes towards the Indigenous languages of the community, the survey show that there is little intergenerational transmission of the languages re-sulting in speakers shifting to Portuguese (the dominant language of Brazil). English seems to have little influence in language shift; however, Indigenous teachers note the importance of having pedagogical materials in English that can assist the Indigenous immigrants from Guyana who can only speak English. Together, the papers in this special publication showcase the diverse ways com-munities are taking on the challenge of language revitalization. It is our hope that they can inspire further development of theoretical connections in which Indigenous ways of thinking and doing are brought into the discipline of linguistics through projects driven by Indigenous community members (cf. Leonard 2012, 2018). We are thankful to the contributors of this volume as well as all of the presenters and attendees at SAIL and WSCLA in Ottawa. We also want to express our gratitude to colleagues who pro-vided anonymous peer reviews of the papers presented here.  Introduction: Collaborative approaches to language documentation and conservation   LANGUAGE DOCUMENTATION AND CONSERVATION 4  REFERENCES  Bischoff, Shannon T. & Carmen Jany. 2018. Insights from Practices in Community-Based Research. From Theory To Practice Around The Globe. Berlin/Boston: De Gruyter. Burnany, Barbara & Jon Reyhner (Eds.). 2002. Indigenous Languages Across the Com-munity. Center for Excellence in Education Monograph. Flagstaff: Northern Ar-izona University. Caballero, Gabriela. 2017. Choguita Rarámuri (Tarahumara) language description and documentation: a guide to the deposited collection and associated materials. Language Documentation & Conservation 11: 224–255. http://hdl.han-dle.net/10125/24734 Cantoni, Gina. 1996. Stabilizing Indigenous Languages. Center for Excellence in Edu-cation Monograph. Flagstaff: Northern Arizona University. Coronel-Molina, Serafín M., & Teresa L. McCarty. 2016. Indigenous Language revi-talization in the Americas. New York: Routledge. Cruz, Emiliana & Anthony C. Woodbury. 2014. Collaboration in the Context of Teach-ing, Scholarship, and Language Revitalization: Experience from the Chatino Language Documentation Project. Language Documentation & Conservation 8: 262-286. http://hdl.handle.net/10125/24607 Czaykowska-Higgins, Ewa. 2009. Research models, community engagement, and lin-guistic fieldwork: Reflections on working within Canadian Indigenous commu-nities. Language Documentation & Conservation 3(1): 15–50. http://hdl.han-dle.net/10125/4423 Fitzgerald, Colleen M. to appear. Language Documentation and Revitalization as a Feedback Loop. In Fafulas, Stephen (ed.), Amazonian Spanish: Language Con-tact and Evolution. New York: John Benjamins. Hinton, Leanne & Kenneth Hale. 2001. The Green Book of Language Revitalization in Practice. San Diego: Academic Press. Hornberger, Nancy H. 2017. Portraits of three language activists in Indigenous lan-guage reclamation. In Leonard Y., Wesley & Haley De Korne (eds.), Language Documentation and Description 14, pp. 160-175. London: EL Publishing. Leonard, Wesley Y. 2018. Reflections on (de)colonialism in language documentation. In McDonnel, Bradley, Andrea L. Berez-Kroeker & Gary Holton (eds.), Reflec-tions on Language Documentation 20 Years after Himmelman 1998. Language Documentation & Conservation Special Publication No. 15, pp. 55-65. http://hdl.handle.net/10125/24808 Leonard, Wesley Y. 2012. Framing language reclamation programmes for everybody’s empowerment. Gender and Language 6(2), 339-367. Leonard, Wesley Y. & Erin Haynes. 2010. Making “collaboration” collaborative: An examination of perspectives that frame linguistic field research. Language Doc-umentation and Conservation 4, pp. 268-293. http://hdl.handle.net/10125/4482 Olko, Justyna. 2018. Spaces for participatory research, decolonization and community empowerment: working with speakers of Nahuatl in Mexico. In Austin, Peter K. (ed.), Language Documentation and Description 16, pp. 1-34. London: EL Publishing. Introduction: Collaborative approaches to language documentation and conservation   LANGUAGE DOCUMENTATION AND CONSERVATION 5 Pérez Báez, Gabriela, Chris Rogers, and Jorge Emilio Rosés Labrada. 2016. Language Documentation and Revitalization in Latin American Contexts. Berlin/Boston: De Gruyter.  Penfield, Susan D., Angelina Serratos, Benjamin V. Tucker, Amelia Flores, Gilford Harper, Johnny Hill Jr., & Nora Vasquez. 2008. Community collaborations: Best practices for North American Indigenous language documentation. Inter-national Journal of the Sociology of Language 191: 187–202. Reyhner, Jon. 1990. Effective Language Education Practices & Native Language Sur-vival. Native American Language Issues. Choctaw, Oklahoma.  Reyhner, Jon. 1997. Teaching Indigenous Languages. Center for Excellence in Educa-tion Monograph. Flagstaff: Northern Arizona University Reyhner, Jon, Gina Cantoni, Robert N. St. Clair & Evangeline P. Yazzie. 1999. Revi-talizing Indigenous Languages. Center for Excellence in Education Monograph Flagstaff: Northern Arizona University. Reyhner, Jon & Louise Lockard. 2009. Indigenous Language Revitalization: Encour-agement, Guidance & Lessons Learned. Center for Excellence in Education Monograph. Flagstaff: Northern Arizona University. Silva, Wilson. 2016. Animating Traditional Amazonian Storytelling: New Methods and Lessons from the Field. Language Documentation & Conservation 10, 480-496. http://hdl.handle.net/10125/24703 Stenzel, Kristine. 2014. The Pleasures and Pitfalls of a ‘Participatory’ Documentation Project: An Experience in Northwestern Amazonia. Language Documentation & Conservation 8: 287-306. http://hdl.handle.net/10125/24608 Yamada, Raquel María. 2007. Collaborative linguistic fieldwork: Practical application of the empowerment model. Language Documentation & Conservation 1(2): 257–282.   Wilson de Lima Silva wdelimasilva@arizona.edu  Katherine J. Riestenberg kriestenbe@brynmawr.edu    

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