digital fluency & participatory research: the chuxnabán mixe online dictionary carmen jany cal...
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Digital Fluency & Participatory Research: The Chuxnabán Mixe
Online Dictionary
Carmen JanyCal State San Bernardino
WAIL 2009
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The Project Trilingual (Spanish/English/Chux
Mixe) multimedia online dictionary Chuxnabán Mixe: Endangered
Mexican indigenous language spoken in one village in Oaxaca
Using technology & involving the community
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This talk Chuxnabán Mixe Participatory research & Web-based
technology The Online Dictionary Challenges & Next steps Conclusions
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Mixe Languages Mixe territory: 290 communities in
Oaxaca, 19 municipalities Each community with a different
variety Classification of Mixe varieties still
unclear due to limited documentation Mixe-Zoque language family Mixe varieties differ mostly in their
vowel systems (plain, aspirated, glottalized)
Very few published grammars and dictionaries of the Mixe languages
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Chuxnabán Mixe Spoken by 900 people in one village Endangered Language:
Education/Literacy in Spanish No literacy/educational materials Limited language documentation Migration to cities & the US Language ideology: Spanish/English
represent progress/economic growth Fieldwork/documentation since 2006 Orthography established in 2008
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San Juan Bosco Chuxnabán, 2008
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San Juan Bosco Chuxnabán, 2008
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Canseco Family
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Web-based technology for language documentation/maintenance Language materials made available
more widely and faster Constant updates/corrections possible Can include sound files and picturess Internet has reached remote villages
in Mexico (including Chuxnabán) Attracts young people Community and other researchers can
easily participate
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Web-based technology and Digital Fluency Online materials promote two types of
literacy Literacy in the traditional sense: Reading
& writing in Mixe Digital Fluency: People become more
comfortable using technology (Huffaker 2004; Resnick 2002)
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Web-based technology and Participatory Action Research Participatory Research (Benedicto et al. 2002)
Goal: Reduce the power imbalance between researcher and speaking community
How: Community members are actively involved in research with the benefit of self-empowerment
Secondary goal/effect: Foster an environment for native linguists to emerge
This project: Combines new technology with participatory action research (blog)
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Trilingual online dictionary: Goals (1) Document the lexicon and grammar of Chuxnabán Mixe (2) Create literacy materials in order to facilitate language
maintenance (3) Involve the community in the process
Four main components a) Illustration and explanation of established orthography b) Description of phonetics and phonology to facilitate
pronunciation c) Searchable dictionary database for searches in Mixe,
Spanish, English, & Semantic class d) Blog for community members to send/post updates
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Target audiences Mixe community in Oaxaca Mixes living elsewhere Linguists/researchers working on Mixe
Technical details Website: Dreamweaver Dictionary Database: MySQL Blog: www.blogspot.com
Online Dictionaryhttp://flan.csusb.edu/~cjany/Mixe/
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Illustration/explanation of orthography Users literate in Spanish/English, but not Mixe Certain sounds represented in a unique way
Main orthography page All letters of the alphabet; each letter
opens a link to another page with:– a) Set of words where letter occurs in
initial, medial, and final position if applicable
– b) Set of sound files linked to sample words
– c) Additional explanations of how and why letter has been chosen to represent the sound
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Description of phonetics & phonology Links to two tables with phonemes: vowels
and consonants Tables following International Phonetic
Alphabet Chart (IPA symbols) Notes & explanations where practical
orthography differs Each symbol linked to new page with sample
words and sound files Allophones, variations of a sound, included Tool may be less valuable for speakers, but
important feature for researchers and linguists (& teachers for pronunciation)
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Searchable Trilingual Dictionary Users search in English, Spanish, Chuxnabán
Mixe Target word appears with corresponding two
translations and is accompanied by a phonetic transcription
Each entry is also linked to an audio file and a picture
Database can also be searched by semantic category (plants, animals, food, etc) (for teachers and linguists examining word structures)
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Blog Community members can send
updates and/or corrections Allows community to actively engage in
the language documentation process Allows community to take control of
the data contents Community refers to people in the
village and heritage speakers elsewhere
In development: needs implementation and evaluation
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Possible additions Description of other parts of the grammar
(morphology and syntax) Sound files from multiple speakers for
each word Examples with entire sentences where
the target words are used Page with narratives, their transcriptions
and sound files, as well as explanations, if needed
Learning modules, games for pedagogical purposes
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Technical challenges Unicode characters Database issues (import/export) Blog (goes to external archive)
Other challenges Getting the community involved How to handle updates posted on blog
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Conclusions Language maintenance efforts can benefit from more
active use of web-based resources Web‑based language materials give a voice to
linguistically peripheral groups Multimedia facilitates the fast and easy acquisition of
information Project aids literacy development as well as digital
fluency Useful tool for speakers, teachers, and researchers Project represents one possible way in which
participatory research can be combined with the enhancement of digital fluency
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ReferencesBenedicto, Elena et al. 2002. Fieldwork as a Participatory Research Activity: The Mayangna Linguistic Teams. Berkeley Linguistics Society Proceedings No. 28. 375-386.
Christie, P. et al. 2000. Taking Care Of What We Have. Participatory Natural Resource Management On The Caribbean Coast Of Nicaragua. Managua and Ottawa: Centro de Investigación y Desarrollo de la Costa Atalántica and International Development Research Center.
Hinton, Leanne and Ken Hale. 2001. The Green Book of Language Revitalization in Practice. San Diego: Academic Press.
Hoogshagen Noordsy, Searle And Hilda Halloran Hoogshagen. 1997. Diccionario Mixe de Coatlán Oaxaca. Summer Institute of Linguistics. 2nd edition (1st edition 1993). Mexico.
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ReferencesHuffaker, D. 2004. Spinning yarns around a digital fire: Storytelling and dialogue among youth on the Internet. First Monday 9:1.
INEA (Instituto Nacional para la Educación del los Adultos). 1994. Ayuk Ja’jy Y’ayuujk. Libro del Adulto, Población Mixe (Parte Baja), Oaxaca.
Resnick, M. 2002. Rethinking Learning in the Digital Age. In: G. Kirkman ed. The Global Information Technology Report: Readiness for the Networked Word. Oxford: Oxford University Press.
Schoenhals, Alvin and Louise C. 1982. Vocabulario Mixe de Totontepec. SIL. 2nd edition. Hidalgo, Mexico.
Van Haitsma J. D. and Willard Van Haitsma. 1976. A Hierarchical Sketch of Mixe as spoken in San José El Paraíso. Summer Institute of Linguistics 44. Mexico.
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Thank you!
¡Dios kujuuyëp!