Working Groups
WG-01: Building Organizational Capacity and Sustainability for ILS
Coordinator: Nabraj Lama, Lumbini Buddhist University, Nepal
- How can ILS programs build their capacity?
- How can ILS programs develop sustainable funding models?
- What are the best practices, formats and models for training people in ILS skills?
- How can we assess the efficacy of ILS skills training?
- How can we further expand training beyond university and academic networks?
- What are the best practices, formats and models for community language program management?
WG-02: Technology and ILS
Coordinator:
- How can we protect data sovereignty and intellectual property rights for individuals and communities?
- How can AI be used ethically in support of ILS?
- How can social media be integrated into other types of “traditional” language learning promotion?
- What are the main technological barriers impacting minoritized languages?
WG-03: ILS in Diasporas and Areas of Risk
Coordinator: Tesfaye Negash Bayou, Kotebe University of Education, Addis Ababa, Ethiopia
- How can ILS be supported in diasporic communities, including urban indigenous communities?
- How can ILS be supported in contexts of risk and repression?
- What does trauma-informed ILS work look like?
- What does multilingual and multicultural ILS look like?
WG-04: Advocacy for ILS
Coordinator:
- What new narratives and strategies can we develop to raise consciousness of the importance of ILS?
- How can individual and community language rights be protected?
- What are successful models for using social media to support ILS?
- What other types of organizations can we partner with to support ILS?
WG-05: Language Instruction for ILS
Coordinator:
- What language teaching methodologies yield the best results for different types of learners and contexts (adults, kids, in-person, online, etc.)?
- How do we achieve the best results with limited classroom time for language?
- What methods are effective for supporting learners at all levels (beginner to advanced)?
- How do we develop culturally-relevant and informed language curriculum?
WG-06: ILS in the Home
Coordinator: Ítalo Cantarutti Arias, Universidad Católica de Temuco, Chile
- How do we support young parents (often learners themselves) using the language in the home?
- What is the role of grandparents in transmitting the language to the youth?
- How do we support youth in using the language outside the home?
- How do we support silent speakers / fluent listeners in further developing their skills?
WG-07: ILS in the University
Coordinator: Ignacio Montoya, University of Nevada - Reno, USA
- What are the best models for universities and communities working together to develop post-secondary ILS programs?
- How do we make university spaces and programs more accessible and welcoming for ILS?
WG-08: Documentation and Description for ILS
Coordinator:
- How do we develop and deploy community-friendly linguistic terminology?
- What are successful models for creating meaningful access to legacy documentation of languages?
- What are successful models for mobilizing that documentation once you have access to it?
- How can communities plan for and carry out their own language documentation?
WG-09: MTB-MLE and ILS
Coordinator:
- What conditions are needed for communities to work towards MTB-MLE?
- How can communities sustain MTB-MLE once it is in place?
- What are successful strategies for promoting MTB-MLE in reluctant communities?
WG-10: Literacy and ILS
Coordinator:
- What are successful models of literacy education in various contexts?
- How can literacy skills be taught alongside oral language skills?
WG-11: The Theory of ILS
Coordinator:
- How do we best understand ILS from a theoretical view?
- What is proficiency? What is vitality?
- What is the skill ecology needed for ILS?
- How do the answers to the questions above inform our training practices?