Multilingual Institute

We would like funding to archive materials that are being created through the Multilingual Institute. In addition, funding would be used to provide a stable platform for sharing these materials online.

Using a methodology we have successfully implemented for Lushootseed, we are now developing duplicate materials for five other languages. The materials include: self-narration while doing daily activities; language nesting in the home; and conversation.

Do to social distancing and the cancellation of language conferences, we designed and hosted the Multilingual Institute Summer 2020 through Zoom. For two weeks, four hours per day, we worked on six native languages with 36 participants. The languages were: mitsqanaqan, Samala, Western Mono, Nuu-wee-ya', seliš, and Lushootseed. We plan on continuing this program with these languages and others in the fall with online weekly classes.

This is creating a plethora of language text, audio and video materials that need archiving and online availability.

Our contribution to language revitalization and multilingualism is more about changing social attitudes and behaviors around language, and it is less to do with linguistics and/or second language acquisition theory. Our methodology still requires materials and curriculum, though, but these materials are based in motivating language use in the home with family and friends, and not about teaching language.

Right now, we are primarily using the google drive for sharing our materials online, and archiving is haphazardly saving documents on individual computers with no overview plan for long term preservation.

By developing a stable platform for online sharing and creating a stable archive system, we will be preserving these materials for the many future generations of target language speakers to come.

To standardize language documents for archiving and online presentation, we will create a web template for submitted documentation.  The web template will request users to submit there documents with metadata, including: the alpha-3 language code, material developer, material content, submitter's name, date and file type. Preferred file types for archiving will be: txt documents for text; wav 44.1 16-bit stereo for audio; mp4 for video; and jpeg, png or tiff format for pictures. This web structure will be an interface between the material submitter, the archive, and the website platform for presentation.

The presentation platform will provide a structure for users to access and download text, audio, video and pictures.

The mission of the Multilingual Institute is to contribute to the revitalization of the indigenous languages of the Americas.  In addition, in line with several traditional native education systems, we are encouraging and facilitating multilingualism. So far, we have worked with the following native language communities: mitsqanaqan, Samala, Western Mono, Nuu-wee-ya', seliš, and Lushootseed. Even though we are happy when anyone can speak any of these languages, we are specifically targeting tribal community members. Why? Because our approach is to modify language behavior by getting these languages spoken again in the home with family and friends . This is not an academic study in linguistics or language acquisition theory, which has been a primary focus for most language programs.  Because of this paradigm shift, we are finding that this methodology overwhelmingly works well for those who are motivated to speak their ancestral language.  Conversely, this cannot be said for non-tribal members even if they are married into the tribe or are employed by a tribe. Therefore, in order to be the most productive with our limited time, we are targeting tribal members who will be most likely to continue using language within their homes and communities long after classes are over. 

Language classes are via video conferencing. Even before the coronavirus, we have found video conferencing to be the most effective approach for people with families, busy schedules and commitments. Video conferencing allows people to learn how to use language in the environment of their homes with their family and friends. We can also reach tribal members around the world. Other than access to internet connection, there is no geographical limit to reaching tribal members.

Using a web template for material submission will increase our capacity to reach more communities and help revitalize languages.

By creating a stable archive of language materials, we are securing the longevity of these wonderful languages for future generations. As a new generation of speakers evolve, this bank of language information will be a cultural treasure for them to access.

By developing a web template for how language materials are submitted and presented for sharing and access, we are building structure and capacity for the Multilingual Institute to assist in language revitalization and multilingualism to a larger population.

The true innovation of the Multilingual Institute is its methodology towards language revitalization and multilingualism. We teach people how to use there language with self-narration of daily activities, language nesting in the home, and conversation.

In terms of computer technology, we are using Zoom video conferencing software as a teaching platform and Google Drive for sharing language materials. A web template for language materials would further our use of technology for language revitalization and multilingualism. it would standardize the way materials are shared, increase our capacity of working with more languages, and archive submitted language materials in a consistent manner.

Zoom video conferencing software is our platform for instruction. We have been very pleased with its stability and the diverse ways it can be used for teaching and documentation. It allows for multiple language breakout rooms and video recording capabilities by anyone who is a host or co-host.

Using a web template will enable us to use the internet for standardizing language materials submitted for archiving and sharing.

The best example of how we intend to develop our website for presentation and of materials on the internet can be seen on the Puyallup Tribe's Language Department website (http://puyalluptriballanguage). On this website, you can access all kinds of Lushootseed language materials and links to social media. This language program has developed a plethora of language materials by multiple people over time. The Puyallup Tribe is experiencing an expansive language revitalization occurrence. In 2014, there were no known community speakers.  After employing the techniques of self-narration of daily activities, language nesting in the home, and conversation, along with an innovative language sharing website, this tribe has a speaking community of over 100 speakers. Children are now being raised with Lushootseed as one of their first languages. Language is also used as a medium of instruction in the daycare and tribal school.

This is what the Multilingual Institute hopes to achieve with several more indigenous languages of the Americas. With traditional values of ƛ̓ububƛ̓ub, kʷaxʷalikʷ, ʔabalikʷ ‘be kind, be helpful, be sharing’, and our language use methodology, we are creating new speakers of American languages. We are also promoting and achieving multilingualism with these languages. For many communities, like much of the world, multilingualism was and still is a key foundation for a traditional education. The Multilingual Institute has already exposed participants to different languages during the Multilingual Institute Summer 2020. In addition, a few were already Lushootseed speakers who studied seliš and are now including it in their homes.

The Multilingual Institute activities includes self-narration of daily activities (reclaiming domains), language nesting in the home, and conversation. Reclaiming domains involves self-narrating common daily activities, such as washing your hands, brushing your teeth, making coffee, etc. In terms of social network theory, this activity immediately creates a self-link to the language for beginning speakers. They are using the language in their home, but not necessarily using it with family, friend or other speakers.

The second activity is to create a home based language nest for language. This involves reclaiming all of the domains in one room of the home, such as the kitchen or bathroom, and then declaring that room a no English, target-language area only. The nest becomes a use for language use. In terms of social network theory, it creates an environment for language clustering where the beginning speaker will use language with family, friends and other speakers.

The third activity involves developing conversational skills. We achieve this by taking one topic of conversation, such as 'What did you do today?' and break it down into smaller topics, such as 'Where did you go?', 'Who did you see?', 'Who did you talk to?', etc. Initially, this creates a link between the student and teacher, as well as other students. However, the more important impact of this activity is to create conversational behavioral habits that lead to target-language conversations outside of the classroom.

The output of these three activities is that a beginning speaker is immediately nesting the target-language in the home and has the ability to carry on conversations.

The long term outcome is that now you have individuals who develop links with other speakers and they expand language use to other functions. This creates a community of speakers that can be objectively measured with social network theory. Such measurements provide insight into the success of language revitalization efforts including: the number of speakers; motivations for speaking; language clusters; and clustering density.

This methodology have proven to be effective with Lushootseed, where not long ago, the speaking community was trending to zero speakers, now has  over a hundred. 

Currently, the Multilingual Institute services 36 participants. We started in June with the two-week conference, Multilingual Institute Summer 2020. We intend on continuing the conference as an annual event, as well as, weekly classes beginning in the fall of 2020.

In one year, we are preparing to service up to 100 participants and roughly 20 languages at the Multilingual Institute Summer 2021.

In five years,we hope to contribute to language revitalization efforts for over 2,000 participants, as well as, foster multilingualism use between these communities. This includes encouraging inter-tribal exchange students going to live with other language communities for extended periods, and creating multilingual language conferences where people present academic papers and community language reports in their languages.

In one year, the goal of the Multilingual Institute is to be serving 100+ people dispersed between 20+ language communities. Because of the effectiveness of our methodology with Lushootseed, we are hoping to have at least 80% of these participants using and expanding their language use with self-narration, conversation and other functions for language use. This will cause language use with friends and family members who are not necessarily taking classes. In addition, we hope to have at least 10% of this population to be practicing multilingualism in there homes and with family and friends.  We already have this occurring with 5 of our participants. Beginning in the fall, we will have weekly classes for at least the six languages we serviced with the Multilingual Institute Summer 2020, and we expect at least a few more to languages to join. We have already had discussions with Ichishkíin, Chinook Wawa, and a few other California language communities.

In five years, our goal is to service over 100 languages. We will be striving for 25% of our participants to be practicing multilingualism. We hope to have an inter-tribal exchange program for participants to promote more multilingualism. We would like the Multilingualism Institute be an umbrella program for other institutes, such as: a multilingual art institute that fosters language and art partnerships between artisans.

Our goal is to also implement an online language academy for home school children and after school programs.

The biggest hurdle we face is educating the language revitalization community of our methodology.  Even after lectures, training and providing articles, people still have a hard time perceiving language revitalization as a social behavior change process and not a linguistic or second language acquisition theory issue. Even though many certain teaching methods have proven not to create language use outside of the classroom, people still want to hold to these deeply invested theories.

The other problem we are facing is capacity as an organization. Given that our method has proven to be successful, we are already aware of a few other language groups that hope to participate. If we begin using social media for advertising classes, we can see a potential exponential growth of the participants that will overwhelm the current capacity of the Multilingual Institute.

The best approach to convincing people that the process works is to continue educating, and to have people participate in the process. It takes about 3 to 6 months, but if they hang in there, they soon see the fruits of this process when they find themselves using the language for over an hour per day. In addition, we now have the benefit of exposing beginners to communities of Lushootseed speakers where this methodology has proven to work.

In order not to overwhelm the institute, we will work on growing capacity at manageable rate. Although social media can be an excellent tool for outreach, we will pace its use with capacity growth. We will use a web template for receiving, documenting and sharing language materials in a systematic approach.  In addition, we will begin training on how to teach community teachers on how to use this methodology.

The Multilingual Institute is a pilot program that Zalmai Zahir has developed under Zahir Consulting Services.

Zalmai Zahir is the director.

Matthew Vestudo has been volunteering, providing assistance with programming and video editing.

Besides Matthew, there were six other instructors that worked during the summer institute. They were: Nakia Zavalla - Samala; Carly Tex - Western Mono; Carson Viles - Nuu-wee-ya'; Tacnini Pete - seliš; Cassy Fowler - Lushootseed; and Kazyla Guyett - Lushootseed.

Our team is skilled for the following reasons:

1) All of us have been teaching our languages for years.

2) All of our teaching experiences have conditioned us to write language materials including lesson plans and curriculum.

3) Zalmai and Matthew have experience in developing and maintaining websites.

4) Zalmai has been working on language revitalization efforts since 1989. Over the past nine years he has been using the current methodology with great success. He also has a PhD in linguistics.

The Multilingual Institute is currently partnered with six language communities.  They are: mitsqanaqan, Samala, Western Mono, Nuu-wee-ya', seliš and Lushootseed.  Through the institute, Zalmai has shared all of his online materials for his methodology with the teachers of these languages to reduplicate in their languages.  He has also done extensive training with all of the teachers as to how to use the materials as a social behavior language change tool, and not a language teaching method.

I initially began piloting the Multilingual Institute to create a business that I and others could donate their time and money as an organization that creates speakers. However, the sudden need for the Multilingual Institute Summer 2020, created a need for more money than Zalmai could donate.  Therefore, we decided on a $100 dollar tuition fee, that was broken up evenly between the language teachers. In doing so, Zalmai was able to donate all of his time and minimal costs for website development and material development.

We are also accepting donations from community members who have expressed an interest in supporting the institute.  These monies will be used to grow the capacity of the institute.

The Solve fellowship can finance our increase in capacity with the development of the a web template for receiving language materials. This format will standardize how we archive and present language materials.

If the participation of the Multilingual Institute increases rapidly, we anticipate that we will have the need to use online technology with new innovation and effectiveness. In addition, we will need our funding to grow inline with development of our capacity to service communities effectively.

We are already partnered with 6 native communities. We want to extend these relationship with other native communities that would like our assistance.