Abstract

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 reasons including potential benefit to their career or because it is compulsory in school. In the case of LCTLs and ELs, there may be different motivating factors including cultural, heritage, and language preservation reasons (Dörnyei & Schmidt, 2001). As the motivation and learning goals of LCTL and EL leaners are often different to those of MCTL learners, it is reasonable to use different evaluation approaches. This paper looks at the role of qualitative research for Finnish, Runyakitara, Ojibwe, and Ndj bbana and reflects on how it can be useful for understanding CALL outcomes for other LCTLs and ELs.

Citation

Ward, M. (2018). Qualitative Research in Less Commonly Taught and Endangered Language CALL. Language Learning & Technology, 22(2), 116-132. Retrieved August 14, 2024 from https://www.learntechlib.org/p/191573/.

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Keywords

• African Languages
• Afro Asiatic Languages
• American Indian Languages
• Computer Assisted Instruction
• Cultural Maintenance
• educational technology
• Finno Ugric Languages
• Language Maintenance
• Qualitative Research
• Second Language Instruction
• Statistical Analysis
• teaching methods
• Uncommonly Taught Languages