Conference Agenda

This work presents the results of an online survey that examined the current status of the Yogad language group under the lens of Ethnolinguistic Vitality Theory (Giles et al., 1977). Adapting Landweer's (2016) Indicators of Ethnolinguistic Vitality, a language questionnaire was circulated among Yogads in the Philippines and Canada. A discussion on each vitality factor follows, in order to determine the ways in which the Yogads are maintaining or shifting away from their heritage language. A key finding from the research suggests that the version of the construct used is insufficient, as it does not measure digital vitality or language as it happens in the habitele (Bouiller, 2014) of the target language. The findings of this study show how to set the necessary groundwork relevant to establishing future revitalization efforts to promote the continuous use of a minority language in Indigenous and immigrant spaces.

References:
Boullier, D. (2014). Habitele: Mobile technologies reshaping urban life. Brazilian Journal of Urban Management, 6(1), pp.13–16.

Giles, H., Bourhis, R. Y., & Taylor, D. M. (1977). Towards a theory of language in ethnic group relations. In H. Giles (Ed.), Language, ethnicity, and intergroup relations (pp. 307-348). London: Academic Press.

Landweer, M. L. (2016). Indicators of ethnolinguistic vitality review and score sheet. https://www.diu.edu/documents/gialens/Vol10-1/Landweer-Ethnolinguistic-Vitality.pdf

This paper examines the emergence, standardization, and digital presence of written Zazakî (also referred to as Kirmanckî, Dimilî, or Kirdkî), as well as the ideological and political motivations behind it.

The development of written Zazakî is driven by complex and often conflicting motivations, including language preservation, cultural identity, political ideology, and linguistic diversity. Zazakî's written tradition, which began in the early 20th century, only gained momentum during the 1970s and 1980s. This period witnessed the first efforts at standardization, leading to the production of Zazakî dictionaries, grammars, and textbooks in the 1990s. In the process, competing standards arose, reflecting diverging ideologies within the Kurdish and Zaza nationalist movements. Today, most contemporary written works adhere to the guidelines of the Vate group. Despite a standardized approach, dialectal variety persists, promoting diversity over strict conformity.

The advent of this standard language has resulted in diglossia, creating a chasm between the educated and traditional speakers, the latter occasionally deeming the standard elitist or artificial. The standard language serves as a tool for prestige and community identity, challenging existing hierarchies and marginalization vis-à-vis foreigners as well as native speakers. In the digital age, standardized Zazakî finds its niche in online platforms, media, and educational tools, playing a pivotal role in its preservation and potentially extending its reach to a global audience.

However, the journey of Zazakî's standardization is not without challenges. Efforts to integrate it into formal education aim to boost student literacy and elevate the language's prestige, countering its current endangerment. This analysis concludes with an overview of the present status of written Zazakî including its vitality in different communities, domains, and registers.

Amidst the COVID-19 pandemic, social media platforms have been extensively used to disseminate health-related information to the public. This research examines how a Filipino local executive uses his language repertoire in his virtual briefings through Facebook with a multilingual audience at the onset of the COVID-19 outbreak. Specifically, this study examines: (1). how the local government executive communicates with the multilingual audience in his COVID-19 briefings; (2). in what speech situations does he use each language in his repertoire in discourse; and (3). what the language use reveals about his discursive strategy as the local government executive in a multilingual community. Fourteen 7–13 minute official COVID-19 briefings uploaded to the public Facebook page of the city government in the second and third quarters of 2021 were transcribed and analyzed through discourse analysis. Findings reveal that the Filipino language was frequently used by the local executive to communicate COVID-19 updates and figures (i.e., cases, deaths, recoveries, and transmission rates) to the people in general. On the other hand, English language was purposively used to address local government agencies and units to give directives and issue orders. Interestingly, in his discourse, language use patterns were observed when announcing threats and alarms, reporting economic and development activities in the city, expressing gratitude and appreciation, and giving motivations and inspirations through exhortations. Surprisingly, Ilocano and Ybanag, the two dominant languages in the city, were never used in his discourse. These findings bring relevant insights to public (health) information dissemination for a multilingual community.

In a rapidly evolving educational landscape, language teachers have been challenged to adapt their teaching methods to incorporate technology, a process accelerated by the COVID-19 pandemic. The global crisis has further underscored the existing disparities in language education, particularly for multilingual students. Language teachers have had to adapt their methods to incorporate technology while also fostering inclusive environments for diverse linguistic and cultural backgrounds. This demands both technological proficiency and cultural sensitivity, enabling teachers to effectively engage students from varied contexts. However, such transition caught many teachers off guard, leading to burnout and departures from the profession (Babb et al., 2022). Canada's linguistic diversity, encompassing over 200 languages, further complicates language instruction, emphasizing the need to support teachers for a sustainable teaching profession. Guided by the frameworks of plurilingualism and educational technology, this research explores the transformative potential of Technology-Mediated Plurilingual Pedagogy (TMPP) to innovate teacher education. TMPP leverages technology to enrich the language learning journey of multilingual students, not only addressing technological needs but also promoting inclusivity and equity by valuing diverse linguistic backgrounds (Lotherington et al., 2022). The study engaged 18 pre-service French as a Second Language (FSL) teachers in Canada (N=18), employing various data collection methods, including interpretive content analysis of individual interviews. Results underscore pre-service teachers' recognition of TMPP's benefits, perceiving it mostly as a tool for collaborative learning and reflective practices. This research's significance extends globally, contributing to effective teacher preparation and sustainable instructional strategies that advocate for inclusive language education. As teachers embrace a transformative paradigm intertwining plurilingualism and technology, they can reshape language classrooms, fostering equitable and inclusive teaching approaches that empower teachers and students alike.