Task-Based Teaching of Indigenous Languages: Investment and Methodological Principles in Macuiltianguis Zapotec and Salish Qlispe Revitalization

Abstract

Task-based language teaching (TBLT) is a pedagogical approach that involves identifying real-world tasks that learners need to be able to do in the target language and then developing classroom-appropriate, context-specific versions of these tasks. In this paper, we use Long’s methodological principles for TBLT to evaluate a task-based approach within two Indigenous language-teaching contexts: the Macuiltianguis Zapotec classroom in Oaxaca, Mexico, and a workshop for teachers of Salish Qlipse in the state of Montana. Throughout the article, we give special consideration to issues of investment in the target language, expanding on Norton’s definition of language learner investment to argue that teacher and community investment in the language and language revitalization process are critical to the successful implementation of TBLT in Indigenous contexts.

Creating Books for Use in Language Revitalization Classrooms: Considerations and Outcomes

“…These findings are in line with previous research on task-based (Ellis, 2003;Riestenberg & Sherris, 2018) and student-centered approaches to language learning. Although the creation of the book was not itself task-based, it was linked to a task-based activity; perhaps the success of the student-generated book was furthered by completion of the task-based hiking activity which reinforced what the book introduced.…”

Bilingual Education in Minority Language Contexts: When a high level of linguistic competence is not enough.

“…Ideology refers to attitudes, beliefs and values towards language teaching, learning and use. If a language-revitalization project is to be successful, it needs to work within a community to identify and shift linguistic ideologies (Riestenberg & Sherris, 2018). In a study of immersion students in Québec, Ballinger (2017) found that the status of the language at an individual, classroom and societal level impacted student's minority language use and investment.…”

Qallunaat Learners of Inuktitut: A Qualitative Investigation of How and Why Non-Inuit Learn Inuktitut as a Second Language

“…TBLT focuses on discovering real situations where the LLs are likely to speak the target language and then developing class activities around those contexts and situations. Riestenberg and Sherris (2018) found that TBLT was an effective teaching strategy for Macuiltianguis Zapotec and Salish Qlipse, indigenous languages spoken in Mexico and the United States, respectively. One advantage this pedagogy has over other methods is that it is based on communicative needs rather than linguistic structure, meaning there is little reliance on textbooks or grammars, two resources which are often lacking in indigenous language contexts.…”

“…Another language teaching strategy employed in an indigenous context is Task Based Language Teaching (TBLT; Riestenberg & Sherris, 2018). TBLT focuses on discovering real situations where the LLs are likely to speak the target language and then developing class activities around those contexts and situations.…”