The Language Conservancy

TLC has successfully used and adapted the Rapid Word Collection (RWC) methodology, originally developed by SIL International, to quickly produce large language databases.[7][8] The method uses semantic domains, or categories, to organize language and evoke words based on association. During this two-week documentation process, small groups of participants work through a predefined list of nearly 1,800 semantic domains and subdomains with examples that help prompt thinking about associated meanings.[9] Speakers in each group collaborate to produce as many words associated with each semantic domain as possible, while another community member or linguist writes down each example with translations.

TLC has optimized the RWC method by creating and using language-specific keyboards, recording all words elicited during the RWC, and automating the RWC process so that scribes are able to enter data directly into the dictionary database as the words are being collected. TLC has developed two software programs, one for the initial RWC and one for re-record sessions, in which scribes review RWC data with speakers to ensure accuracy. The RWC software automatically shows the researcher the semantic domain and enables them to record directly into the program, adjusting spellings and metadata as they go.

The re-record software, which plugs directly into the TLex dictionary database, automatically draws up flagged entries (including the word, definition, audio file, and metadata), allowing the researcher to replay the audio, record another audio file directly under the entry, and easily update the metadata during the recording process. Not only does the Automated Rapid Word Collection software allow TLC to document endangered languages quickly and produce comprehensive dictionaries in a fraction of the time, but it also allows for remote documentation, which allowed language documentation to continue throughout the COVID-19 pandemic.[10][11]

TLC creates free digital dictionaries and traditional print editions. TLC’s dictionaries provide reference texts that serve as the foundational resource for each language community’s continued language revitalization work. Dictionaries provide the basis with which TLC and language communities can create other materials, like textbooks and children’s books, more quickly and accurately. TLC has recently completed and released a 9,000-word digital dictionary for the Stoney Nakoda language and a 10,000-word online and mobile app Ute Mountain Ute Dictionary, among many other previous print and digital dictionary projects.[12][13]

For language education to effectively increase proficiency levels, the curriculum must be sequential and cumulative.[14] TLC offers leveled textbooks that offer cumulative lessons in vocabulary, conjugation, grammar, and syntax.[15] Each textbook also comes with an accompanying audio CD that teaches listening skills and pronunciation that supplement the written activities in the print textbook. At present, TLC has produced textbooks in Arikara, Crow, Dakota, Hidatsa, Lakota, Mandan, Stoney Nakoda, and Umóⁿhoⁿ.[16] Textbook projects require collaboration between Elders, Fluent Speakers, linguists, and educators to ensure accuracy and community relevancy.

Reading to children develops their literacy and social skills at a young age.[17] For this reason, TLC focuses on producing and publishing picture books designed specifically for Indigenous youth that teach basic vocabulary and grammar.[18] TLC offers a selection of templates that can be translated into any Indigenous language and adapted to ensure cultural relevance. TLC also creates and publishes original, community-directed picture books that tell Traditional stories, feature community heroes, and reflect everyday activities. To either adapt a template or produce a new picture book, TLC works closely with community Elders and Language Keepers as well as Indigenous artists.[19]

In addition to developing printed picture books, TLC also makes visual audiobooks that can either be made into YouTube videos or downloaded into a community Media Player App. To develop these audiobooks, TLC records Elders reading the picture books aloud and then matches the recordings with the relevant pages. The final product displays the pages of the audiobook alongside the recording of the Elder reading the book. These videos preserve the voices of fluent speakers and teach proper pronunciation of the language.[20]

TLC has supported the creation of Media Player apps that use augmented reality and build upon all the preexisting language learning materials created by TLC for use alongside textbooks and children’s books.[21] The Media Player apps use audio and animation to provide further learner engagement. Media Player app home screens display the textbooks and children’s books recognized by the app.

User smartphone (or tablet) cameras allow the app to recognize book pages that activate the audio and video files associated with the images and lessons on that page. All audio recordings have been created with voices of Native language speakers.[22]

TLC has also developed e-learning platforms for Indigenous languages. These online learning platforms provide access to gamified language-learning lessons available as a sequenced, cumulative curriculum. Additional features enable classroom integration for remote learning as well as tracking student progress and proficiency through assessments and data analysis. [23]

TLC has supported the establishment and creation of Summer Institute programs designed to improve language teaching methods and promote strong linguistic understandings of each target language.[24] Summer Institutes take place at local tribal colleges and offer 1-4 weeks of instruction. Participants are immersed in second-language pedagogical and active language learning techniques providing them important classroom skills and knowledge. These programs aim to support new teachers who are linguistically and pedagogically trained to teach Native Languages and to help young learners become more self-sufficient. Summer Institutes offer continuing education credits or continuing education units to teachers helping them earn recertification, as well as community-building cultural activities.[25]

1. ^Gessner, Suzanne, Florey Margaret, Inée Yang Slaughter, and Leanne Hinton. “The Role of Organizations in Language Revitalization.” The Routledge Handbook of Language Revitalization. 1st Ed., edited by Leanne Hinton, Leena Huss, and Gerald Roche, Routledge, 2018, pp. 47-57.
2. ^Morava, Maria. “Losing languages, losing worlds.” CNN, 2021.
3. ^Morava, Maria. “Losing languages, losing worlds.” CNN, 2021.
4. ^”The Language Conservancy 2020 Community Impact Report: Navigating the Challenges of Language Revitalization.” Annual Report, 2020.
5. ^Gottschlich, Michelle. “Local Conservancy Now Saving Indigenous Languages Worldwide.” Limestone Post, 26 Apr. 2018.
6. Chelliah, Shobhana. “Evaluating the Impact of language documentation and revitalization.” Applying Linguistics, edited by Dan McIntyre and Hazel Price, Routledge, 2018, pp. 134-147.
7. ^Boerger, B.H., and Stutzman, V.. “Single-event Rapid Word Collection workshops: Efficient, effective, empowering.” Language Documentation and Conservation, vol. 12, 2018, pp. 147-193.
8. ^SIL International began this method with the work of Moe, R. (2001).
9. ^Boerger, B.H., and Stutzman, V.. “Single-event Rapid Word Collection workshops: Efficient, effective, empowering.” Language Documentation and Conservation, vol. 12, 2018, pp. 147-193.
10. ^Reardon, Sara. “Social Media Helps Native Americans preserve cultural traditions during the pandemic.” CNN Health, 9 February 2021.
11. ^Dormer, Dave. “Stoney Nakoda language being preserved through new educational resource.” CTV News Calgary, 2 Dec. 2021.
12. ^“How the Stoney Nakoda language is being preserved through new educational resources.” CBC News, 3 Dec. 2021.
13. ^Parkinson, Kayla. “Ute Mountain language gets revival with voiced dictionary.” The Journal, 21 Nov. 2021.
14. ^Ortega, Lourdes. "Sequences and processes in language learning." Handbook of language teaching, edited by Michael H. Long, Catherine J. Doughty, John Wiley & Sons,  2009, pp. 81-105.
15. ^Chelliah, Shobana L. “Supporting Linguistic Vitality.”  Why Language Documentation Matters, SpringerLink, 2021, pp. 51-67.
16. ^Textbooks in each language are available through The Language Conservancy’s online bookstore. For press coverage of the most recently released Stoney Nakoda Level 1 Textbook, see Rodriguez, 2021; “Stoney Nakoda,” 2021.
17. ^See Bardige 2009; Butler, 1998; Duursma, Augustyn, and Zuckerman 2008; Ferdman 2013; Hutton 2015; McQuillan 1998; Mendelsohn et al. 2018; Niklas, Cohrssen, and Taylor 2016; Parlakian 2003; and Suskind 2015.
18. ^“Moose Cree language finds new life in picture books, app.” The Cochrane Times, 27 November 2020.
19. ^For example, TLC has published many picture books, such as the Lakota-language Mní kiŋ ówaŋča (Water is Everywhere!) illustrated by Marty Two Bulls, Sr. Mr. Two Bulls is a Pulitzer-nominated Oglala Lakota artist and cartoonist.
20. ^See, for example, “Ayîkis (Froggy) - Monolingual Plains Cree Picture Book.”
21. ^“Stoney Nakoda language resources launched to preserve Indigenous language.” Indian Country Today, 3 Dec. 2021.
22. ^Reardon, Sara. “Native Americans Use Technology To Keep Traditions Alive, Language Alive During Pandemic.” KHN, 9 Feb. 2021.
23. ^ See, for example, Ullrich, Jan, et al.’s discussion of “Owóksape - An Online Language Learning Platform for Lakota.”
24. ^“Native American Books & Resources: Educators.” Poughkeepsie Public Library District, 12 Nov. 2021.
25. ^Berg, Kara. “Bloomington organization fights to save Native American languages.” IndyStar, 6 June 2016.

• “Ayîkis (Froggy) - Monolingual Plains Cree Picture Book.” YouTube, uploaded by The Language Conservancy, 30 Sept. 2021, https://www.youtube.com/watch?v=Nyjg4d_3MXw.
• Bardige, Betty S. Talk to Me, Baby!: How You Can Support Young Children’s Language Development. Brookes Publishing, 2009.
• Berg, Kara. “Bloomington organization fights to save Native American languages.” IndyStar, 6 June 2016.
• Boerger, B.H., and Stutzman, V.. “Single-event Rapid Word Collection workshops: Efficient, effective, empowering.” Language Documentation and Conservation, vol. 12, 2018, pp. 147-193.
• Butler, Dorothy. Babies Need Books. Heinemann, 1998.
• Chelliah, Shobhana. “Evaluating the Impact of language documentation and revitalization.” Applying Linguistics, edited by Dan McIntyre and Hazel Price, Routledge, 2018, pp. 134-147.
• Chelliah, Shobana L. “Supporting Linguistic Vitality.”  Why Language Documentation Matters, SpringerLink, 2021, pp. 51-67.
• Duursma, E., M. Augustyn, and B. Zuckerman. “Reading aloud to children: the evidence.” Archives of Disease in Childhood, vol.  93, no. 7, 2008, pp. 554-557.
• Dormer, Dave. “Stoney Nakoda language being preserved through new educational resource.” CTV News Calgary, 2 Dec. 2021.
• Ferdman, Anne, Virginia A. Marchman, and Adriana Weisleder. “SES differences in language processing skill and vocabulary are evident at 18 months.” Developmental Science, vol. 16, no. 2, 2013, pp.  234-48.
• Gessner, Suzanne, Florey Margaret, Inée Yang Slaughter, and Leanne Hinton. “The Role of Organizations in Language Revitalization.” The Routledge Handbook of Language Revitalization. 1st Ed., edited by Leanne Hinton, Leena Huss, and Gerald Roche, Routledge, 2018, pp. 47-57.
• Gottschlich, Michelle. “Local Conservancy Now Saving Indigenous Languages Worldwide.” Limestone Post, 26 Apr. 2018.
• “How the Stoney Nakoda language is being preserved through new educational resources.” CBC News, 3 Dec. 2021.
• Hutton, John S., Tzipi Horowitz-Kraus, et al. “Home Reading Environment and Brain Activation in Preschool Children Listening to Stories.” Pediatrics, vol. 148, no. 1, 2015.
• The Language Conservancy 2020 Community Impact Report: Navigating the Challenges of Language Revitalization.” Annual Report, 2020.
• McQuillan, Jeff. The Literacy Crisis: False Claims, Real Solutions. Heinemann, 1998.
• Mendelsohn, A. L., C. B. Cates, A. Weisleder, S. Berkule Johnson, A. M. Seery, C. F. Canfield, H. S. Huberman, and B. P. Dreyer. “Reading Aloud, Play, and Social-Emotional Development.” Pediatrics, vol. 141, no. 5, 2018.
• Mní kiŋ ówaŋča - Water is Everywhere! Illustrated by Marty Two Bulls, Sr., The Language Conservancy, 2021.
• Moe, R. “Lexicography and mass production.” Notes on Linguistics, vol. 4, no. 3, 2001, pp. 150–156.
• Morava, Maria. “Losing languages, losing worlds.” CNN, 2021.
• “Native American Books & Resources: Educators.” Poughkeepsie Public Library District, 12 Nov. 2021.
• Niklas, Frank, Caroline Cohrssen, and Collette Taylor. “The Sooner, the Better: Early Reading to Children.” Sage Open, 2016, pp. 1-11.

• Ortega, Lourdes. "Sequences and processes in language learning." Handbook of language teaching, edited by Michael H. Long, Catherine J. Doughty, John Wiley & Sons,  2009, pp. 81-105.
• Parkinson, Kayla. “Ute Mountain language gets revival with voiced dictionary.” The Journal, 21 Nov. 2021.
• Parlakian, Rebecca. Before the ABCs: Promoting School Readiness in Infants and Toddlers. Zero to Three, 2003.
• Reardon, Sara. “Native Americans Use Technology To Keep Traditions Alive, Language Alive During Pandemic.” KHN, 9 Feb. 2021.
• Rodriguez, Michael. “New resources to help preserve endangered Stoney Nakoda language.” Calgary Herald, 13 Dec. 2021. https://calgaryherald.com/news/local-news/new-resources-to-help-preserve-endangered-stoney-nakoda-language.
• “Stoney Nakoda language resources launched to preserve Indigenous language.” Indian Country Today, 3 Dec. 2021.
• Suskind, Dana. Thirty Million Words: Building a Child's Brain. Dutton, 2015.
• “The Language Conservancy Bookstore.” The Language Conservancy, https://stores.languagepress.com/.
• Two Bulls, Sr., Marty. “Marty Two Bulls, Sr.: Oglala Lakota Artist and Cartoonist.” http://m2bulls.com/.