CoLang 2022 Workshops
Call for Workshop Proposals
Call for Proposals
Deadline for submission of proposals: May 30, 2021
Successful proposals announced on or before: July 15, 2021
The call for proposals is closed. Thanks everyone for your submissions!
Workshops
Below each workshop title, find one or more capital letters representing possible categorizations for that workshop. These labels may be useful for participants wishing to focus on one particular category, though they should be understood as no more than a set of loose guidelines. The key for understanding the letters is: Archiving, Documentation, Ethics Grant-related, Interdisciplinary, Pedagogy (language teaching/learning), and Technology
View workshop schedule (updated 4/25/2022)
Alternate view of which workshops are offered during which blocks.
01. Animating Traditional Stories as Pedagogical Tools for Language Reclamation
- Why are stories ideal for language reclamation?
- What methods are there for animating traditional stories for language reclamation?
- How can we use animated stories to target the acquisition of specific linguistic features?
- How can Indigenous scholarship be cited for the grant-writing process?
- What is a digital language archive? How is it different from a digital data archive (like DataVerse, Zenodo, etc.)?
- How is a digital archive different from file-hosting services like DropBox or Google Drive?
- Why isn't my (organization's) website or YouTube channel considered an archive?
- What can I expect an archive to do for me and my (organization's) collection?
- How do I/we manage my/our materials while I/we create them? How should I/we be organizing them?
- What is metadata and why do I/we need to keep track of it when I/we create language materials?
- Does everything that I/we create or collect go into an archive? How do I/we decide what to put into an archive?
- How do I/we ethically and legally decide what can go into an archive? What kind of permissions or licenses are necessary?
- What do I/we need to do to prepare my/our materials for an archive?
- Do people use materials they find in digital language archives? How? What are the terms of use? How can materials be restricted?
- Why collaborate?
- How can we design projects together?
- What guidance can we provide to each other?
- What are the needs of each participant and how can they all be met? Who is in charge of the project and what difference does it make?
- How can we recognize and respond to varying cultural expectations that can play a role in a project? Who “owns” the project results?
- Where can collaboration lead?
04. Family Language Revitalization
- Why is family language revitalization an important component of language revitalization?
- How can we get started on using our Indigenous language at home?
- As a parent who is not fluent in my heritage language, how can I learn it so I can use it with my children?
- What are some of the obstacles we might run into when we try to use our language at home, and how can we manage them?
- What are some examples of families successfully using their Indigenous heritage language at home?
- What is a family language plan? How can we make one?
- What are some games and activities we can use to promote and use our language at home?
- How can a community help families who are using their languages at home?
05. Curriculum Design & Assessment for Second Language (L2) Class
- How do I develop a syllabus for a course and a strategy for guiding language students to high fluency levels?
- How do I create learning objectives and goals, and then
- How do I design a curriculum that is culture based and moves towards language use and teaching through the language?
- How do I develop learning environments that meet education standards but do so through Indigenous perspectives and languages?
- How does my language community develop assessments to determine fluency levels?
- How do I gather and organize the existing curriculum for our language movement?
- What kind of software might I use for publishing materials?
- What is a dictionary?
- What kinds of dictionaries are there?
- How are dictionaries used in language work?
- How do I build a dictionary?
- How do I create a good dictionary entry?
- How do I create a good dictionary definition?
- Who in the community needs to be involved in the dictionary building process?
- What are strong and weak points of the class recordings?
- How will participantsʼ own language and community situations impact conversation documentation?
- What and how can we design our own conversation documentation?
- What factors do we need to pay attention to?
08. Documenting the Language of Landscape
- How do I document the landscape domain from a linguistic perspective?
- How do I incorporate a community mapping project as part of my language documentation agenda?
- What are the kinds of places that receive toponyms in the language I am documenting?
- How is this different or similar to the types of places registered on official maps of the area?
09. ELAN for Language Documentation and Research
- What is ELAN and why do we use it?
- What are "time-aligned annotations" and why are they important for language reclamation and documentation?
- How do I build a transcript of a recording of my language showing different kinds of useful information, including translations and parts of speech in ELAN?
10. Ethnobotany
11. Fieldwork Language Explorer (FLEx)
- What kind of software will help me create a dictionary for my language?
- How could I publish a web dictionary, a children's dictionary, a linguist's dictionary, or a picture dictionary for the same language?
- How can I add sounds and images to a dictionary?
- How can I use texts in my language to help find words for my dictionary?
12. First Language (L1) Acquisition of Indigenous Languages for Revitalization
- What is the relationship between first language (L1) acquisition, teaching, learning, and revitalization?
- How does children's language, especially Indigenous language, develop?
- How can we support children’s language learning?
- How can we help keep children engaged with language at home and on a daily basis?
- Why and how do we document children’s language acquisition?
- How are Indigenous perspectives incorporated into L1 acquisition?
13. Grant Writing
- What skills do I need for language activism?
- How can these skills be transferred more widely at the community and grassroots level?
18. Language, Culture, and Climate Change in the Arctic
- How are language, culture and environment connected for Indigenous peoples?
- What are the effects of climate change on Arctic life?
- What role does language play in daily life in the Arctic today? in the past?
- What multilingual practices are in place today? in the past?
- What are the stress factors Even experience?
- What protective factors are there?
- How do we collect stories about what is happening? about the past versus today?
- How do we work with people whose lives are undergoing massive cultural upheaval and change?
- What is language reclamation?
- How do I apply reclamation principles to designing, implementing, and assessing Indigenous language work?
- How do I support community-based Indigenous language work through a reclamation lens?
20. Language Work Outside Your Own Community
From the outsider researcher’s perspective:
- How do I prepare myself to conduct work on a language outside of my own community?
- Are there general principles that guide successful language work outside of my own community?
- How do I involve community members and Indigenous Research Methodologies in my project? What kinds of resources do I need?
- What is the role of my primary relations in the community?
- Whom do I contact first?
- What are the risks associated with me being an outsider, for me and for the community?
From the community’s perspective:
- What is the community’s role in the proposed language work?
- Does the researcher’s presence/stay need to be addressed in a public meeting?
- What do we need to know about the researcher?
- What will be the outcomes of the language work? How will they benefit the community/participants?0
21. Master-Apprentice Program (AILDI Workshop)
- How do you start a Master/Apprentice program?
- What is situational fluency?
- What are survival words?
- How are language learner teams formed?
- What if I don’t have access to a fluent speaker?
22. Math Knowledge in Indigenous Language Worldview
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How is math knowledge embedded in Indigenous languages and Indigenous worldviews?
- How are concepts of math expressed in our languages (whatever they might be)?
- How can studying or learning math knowledge contribute to Indigenous language reclamation/ revitalization?
- How can studying or learning math knowledge contribute to community or school projects and community wellness?
23. Navigating Consent, Rights, and Intellectual Property
- What sort of Traditional, Cultural Knowledge is represented in language documentation materials?
- What do you need to understand about a culture to be able to document the language?
- What kind of cultural protocols need to be considered when documenting a language?
- Who owns the copyright to the various language materials you collect?
- What intellectual property rights are associated with Audio/Video recordings you make?
- Have you considered the cultural property rights of the groups with whom you work?
- Maybe you got someone's consent to participate in your field research, but did you get their permission to put your field recordings in a language archive?
- How do issues of privacy, informed consent and copyright interact?
- How is digital Internet access to content creating new opportunities and challenges?
- What does it mean to apply a Creative Commons License to digital materials?
24. Praat for Indigenous Language Learning
- What is Praat and how can seeing speech help with my language work?
- How can Praat help me visualize ways to improve the way I speak my language?
- How can Praat help me have a closer look at the way my elders speak my language?
- How can Praat help me separate the sounds of my language so that I can transcribe better?
25. Project Planning
26. Survey Methods (AILDI Workshop)
- How do we rethink community survey strategies?
- What are Indigenous ways of data gathering?
- How do you define language vitality?
- What does it mean to be a speaker?
- How can you use a language survey to benefit your Tribal community?
- What is the best way to assess language vitality for your Tribe?
- How do you ask questions about your language?
- How do you make a survey on the internet or on paper?
- How can assessing your language lead to grant funding?
27. Teaching Indigenous Languages: Communicative language for second language learners
- What is communicative teaching/learning?
- How do second language learners learn and what does that mean for teachers?
- How can I teach/learn communicatively?
- What can I do to help my students communicate in our language?
28. Teaching Indigenous Languages (Pronunciation)
- What is the value of learning pronunciation in language revitalization?
- What challenges arise in teaching pronunciation for Indigenous languages?
- What are creative and relevant pedagogies for teaching language pronunciation?
- What language resources can be used to teach pronunciation?
- What tools can teachers use to teach pronunciation?
- Can teaching pronunciation be rooted in cultural and traditional knowledge, using "authentic" language resources like Indigenous songs or storytelling?
- How can we use educational projects to document local culture and language?
- How can we develop books about our own culture and our own lives?
- What words should children use to describe important cultural values in your society?
- How can non-indigenous teachers work with community leaders to promote local language awareness?
31. Translating Linguistic Grammar for Language Teaching (Pedagogical Grammar)
- What is a Pedagogical Grammar and how is it different from other types of grammars?
- How do I use a PG to teach core aspects of the language to language learners?
- How do I use experiential learning to teach vocabulary, constructions, and expose students
- How do I incorporate communicative approaches to language learning in my lesson plans? (SLC will discuss)
- How can I use linguistic resources for creating language lessons using everyday language and beyond?
- How can I use connected texts for multiple levels of language lessons?
- How can I use paradigms for multiple levels of language lessons
32. Using Our Languages Improves Our Health
- What evidence suggests that ancestral language use protects health?
- What constitutes language use?
- What constitutes health?
- What is the difference between correlation and causation?
- What kinds of evidence do people believe?
- How can we present the case to our families, communities, potential funders, the healthcare industry, legislators, congress folk and other powers that be, that ancestral Indigenous language use fosters wellbeing for the users?
33. Video & Audio Recording Technique
- What is an immersion set?
- How can language workers make multimedia that supports language learning?
- How can language workers make multimedia that supports language acquisition?
- What is narrative structure and how is it used to facilitate language scaffolding?
- How can we use audio and video techniques to revitalize and reclaim our indigenous languages?
- What is video editing software?
- How can video editing techniques be applied to social media apps?
- How do I make an effective language video for reclamation? documentation? revitalization?
- How do I choose which app to use for my community's needs?
- How do I give my videos subtitles?
35. Working with Archival Materials
- What are “legacy materials?”
- How can they help to expand knowledge?
- How do they differ from “open corpora?”
- What limitations are common in exploring legacy material?
- How may legacy material be adapted for pedagogical purposes and/or for linguistic study?
- What is “culturally-sensitive” material?
- How can exposure of sensitive material be managed ethically?
- Who (and what) determines access to legacy materials?
- What kinds of restrictions are typically in place?
- How are permissions granted?
36. Writing Down Speech: Community Language Work
- How do I write/transcribe recorded speech?
- What is the difference between transcribing and writing?
- What kind of software (if any) can I use to write down what I hear?
- How do I break up the recording so I can write words down?
- What kinds of letters or symbols can I use?
- How do I take notes on what I hear? What do I do with those notes?
- What are different types of transcription for?
- How do I share my work with future generations?
37. Writing Systems (Orthography)
38. South Bolivian Quechua: Creating curriculum materials from documentary interviews (Pre-Practicum workshop)
- What does one of the languages descending from the Inka empire sound like?
- How are its words and sentences put together in stories and verbal art?
- How can we pool our collective knowledge of teaching and learning to create new teaching materials from recently recorded interviews of children, adults and elders?
- What happens to Quechua language teaching materials in Andean schools?
- What are some of the controversies facing Andean students, parents and teachers related to Quechua language use in school and at home?
- What challenges and benefits may arise for documentary linguists who collaborate with Andean education initiatives?
39. Indigenous Approach To Cross-Cultural Communication
- What role does cultural activities play in language comprehension across language barriers?
- In what ways do play and enjoyment enhance language learning through activities?
- How does song play a role in language revitalization and healing?
- How can we work together to bridge language barriers to communicate and come to a shared understanding?
- Is writing our best form of communication and most efficient use of time to express ourselves?
- How does the use of modern technology (phone, laptop, tablet, or notepad) assist with meeting objectives of language learning?