Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin: non-indigenous learners in Indigenous language-learning spaces
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O’Toole, 2020; Te Huia, 2020). While we see value in considering how non-Indigenous Canadians can positively contribute to Indigenous language revitalization efforts, we also want to consider the consequences of that involvement for Indigenous Peoples who are asked to share Indigenous language learning spaces with non-Indigenous students. As a group of colleagues from different communities, all with connections to Indigenous language revitalization, we came together to consider questions such as: Are Indigenous languages for everyone or are they languages that should be learned only by Indigenous peoples? And if we accept or encourage Indigenous language learning by non-Indigenous Canadians, are there parameters that might need to be implemented? To this end, we used the Indigenous research method of conversation (Kovach, 2010) during biweekly meetings recorded on Zoom. Data consisted of meeting transcripts and web-based documents of written reflections. In our analysis of these documents, we identified three interrelated themes: 1) linguistic insecurity, 2) trauma and language learning and 3) settler dominance in Indigenous language settings. As a settler colonial country, Canada’s past and present continues to shape interactions between Indigenous Peoples and non-Indigenous Canadians in ways relevant to the topic of Indigenous language revitalization. Ultimately, we do want non-Indigenous people to learn Indigenous languages so that these languages can once again be languages of broader society (McIvor, 2012). We also recognize that Indigenous Peoples deserve to reclaim Indigenous languages in safe and trauma-free ways. Ultimately, we must work together to ensure that including non-Indigenous learners in Indigenous language programs does not cause injury to Indigenous learners. This paper offers recommendations for ways to achieve these goals.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it