Research and Collaboration for Impact in Multilingual Communities

Contributors

Introduction

A Typology of Language Assessment

1. Abstract
2. 1. Introduction
3. 2. A Typology of Language Assessment
4. 3. Preparation: “Initial Assessment”
5. 4. Pre-program: “Collaborative Assessment”
6. 5. Program Strategizing: “Strategic Assessment”
7. 6. Ongoing Program: “Ongoing Assessment”
8. 7. Conclusion
9. References

A Brief Introduction to Monitoring and Evaluation

1. Abstract
2. 1. Introduction
3. 2. Monitoring
4. 3. Evaluation
5. 4. Relationship of M&E to Ongoing Assessment and Language Programs
6. 5. Learning and Accountability in Language Programs
7. 6. M&E Participants and Methods
8. 6.1 Audience of and Participants in M&E
9. 6.2 Some Common Methods of M&E
10. 6.2.1 Most Significant Change (MSC)
11. 6.2.2 River of Life (ROL)
12. 6.2.3 Outcome Mapping (OM)
13. 6.2.4 Output Tracking (OT)
14. 7. M&E Indicators
15. 7.1 Principles in Developing Indicators
16. 7.2 Direct and Proxy Indicators
17. 7.3 SMART Indicators
18. 7.4 CREAM Indicators
19. 7.5 SPICED Criteria
20. 7.6 Inherent Limitations of Quantitative Indicators
21. 8. Conclusion
22. 9. Resources for Further Study
23. References

Assessing Needs for Language Interventions where Urbanization, Diaspora, and Refugee Situations are Relevant Factors

1. Abstract
2. 1. Introduction: Our Changing Language World
3. 2. Changes in the Object of Study
4. 3. Changes in Assessment Research Questions
5. 4. Changes in Methodology
6. 5. Changes in the Qualifications of Researchers
7. 6. Conclusion
8. References

Profiling Language Vitality Levels across a Region: Sabah State Case Study

1. Abstract
2. 1. Introduction
3. 2. Proposed Research Priorities
4. 2.1 Prioritization Process
5. 2.2 Overall Survey Priority Levels for Sabah’s Languages
6. 2.3 Prioritization Factors Applied to Sabah’s Languages
7. 2.3.1 Indigenity
8. 2.3.2 Vehicularity
9. 2.3.3 Speaker Numbers
10. 2.3.4 Resources Status
11. 2.3.5 Existing Survey Requests
12. 2.3.6 Language Development Interest
13. 2.3.7 Language Development Needs Status
14. 2.3.8 Language Development Program Status
15. 2.3.9 Outside Stakeholder Involvement Status
16. 3. Proposed Research Objectives
17. 4. Proposed Survey Methodology
18. 4.1 Tools
19. 4.1.1 Language Mapping Tool
20. 4.1.2 Bilingualism Venn Diagram
21. 4.1.3 Domains of Language Use Tool
22. 4.1.4 Individual Sociolinguistic Questionnaire
23. 4.2 Research Locations and Research Subjects
24. 5. Summary
25. Appendices
26. Appendix A. Language Mapping Tool
27. Appendix B. Bilingualism Venn Diagram
28. Appendix C. Domains of Language Use Tool
29. Appendix D. Individual Sociolinguistic Questionnaire²⁰
30. 1. Language Usage
31. 2. Bilingualism
32. 3. Language Attitudes
33. 4. Personal Importance
34. Appendix E. Research Locations and Research Subjects
35. References

Language Identification in the 21st Century

1. Abstract
2. 1. Introduction
3. 2. The Changing Contexts of Language Identification Research
4. 2.1 Theoretical Context
5. 2.2 Cultural Context
6. 2.3 Informational Context
7. 2.4 Language Development Context
8. 2.5 Organizational Context
9. 2.6 Methodological Context
10. 3. Case Studies
11. 3.1 Pair One: Collaboration
12. 3.1.1 SEALANG Asia-Pacific Data Warehouse: Creating a Reusable Database, not just a Single Study
13. 3.1.2 The Angola Language Mapping Project: A Countrywide Sociolinguistic Survey for Multiple Purposes
14. 3.2 Pair Two: Linguistic Ecosystems
15. 3.2.1 Indonesia: “The Land of no Languages”
16. 3.2.2 The Case of the “Missing” Languages: The Linguistic Ecosystem of Southwestern Angola
17. 4. Conclusions
18. 5. Call for Discussion
19. References

A Sociolinguistic Study of Bonggi: Summary of a Community-driven, Participatory Approach to Language Development Planning

1. Abstract
2. 1. Introduction
3. 2. Research Objectives
4. 3. Research Methodology
5. 3.1 Research Approach
6. 3.2 Research Team and Participants
7. 3.3 Research Phases
8. 3.4 Research Tools
9. 4. Summary of Results
10. 5. Evaluation of Research Approach
11. 6. Recommendations
12. References

SE Research and SURAM: Where to from here?

1. Abstract
2. 1. Introduction: What Is SURAM
3. 1.1 SURAM Findings
4. 1.2 SURAM Recommendations
5. 1.3 SURAM Methodology
6. 2. Describing SE Research
7. 2.1 PIQUE: Descriptive Categories for SE Research
8. 2.2 SURAM According to PIQUE
9. 2.3 Griffis (2011) and Landin (1990) According to PIQUE
10. 2.4 Elements Unique to SURAM
11. 2.4.1 Large, Multicultural Team
12. 2.4.2 Extended Stay
13. 2.4.3 Consensus Decision-making and Hypotheses/Scales
14. 2.4.4 Consistent/Comparable Location for Data Collection
15. 2.4.5 Mix of Research and Ministry
16. 2.4.6 Conclusion
17. 3. Where to from here?
18. 3.1 Perspective Shifts on SE
19. 3.1.1 What is Failure?
20. 3.1.1.1 SE Failure
21. 3.1.1.2 Questions to Explore Regarding Failure
22. 3.1.2 Innovation
23. 3.2 Perspective Shifts on SE Researchers
24. 3.3 SE Research Methodology
25. 3.3.1 Purpose
26. 3.3.2 Informants: Community rather than Project Leader
27. 3.3.3 Quantitative vs. Qualitative, or Multistage Research?
28. 3.3.4 Unit of Analysis
29. 3.3.5 Extent of Area Researched
30. 3.3.6 Resource Considerations
31. 3.3.7 Focus
32. 3.3.8 Summary
33. 4. Conclusion
34. Bibliography

Seed Scattered in Seventy-seven Languages: The State of Scripture Engagement in Nigeria

1. Abstract
2. 1. Introduction⁴¹
3. 2. Purpose
4. 3. Previous Studies of Scripture Engagement and How These Affected Our Methodology
5. 3.1 Scripture Engagement Felt Needs of the Church in Congo
6. 3.2 Conditions for Scripture Use in Papua New Guinea
7. 3.3 Scripture Use Research and Ministry in Papua New Guinea
8. 3.4 Interviews and Participant Observation by Locals in Cameroon
9. 4. Methodology
10. 4.1 Brief Research
11. 4.1.1 Sampling Method – Languages and Individuals
12. 4.1.2 Questionnaire
13. 4.1.3 Pilot Testing
14. 4.1.4 Obtaining Completed Questionnaires
15. 4.2 In-depth Research
16. 4.2.1 Participant Observation in Churches
17. 4.2.2 Individual Interviews
18. 4.2.3 Church Leader Interviews
19. 4.2.4 Church Member Participatory Discussions
20. 4.2.5 Collection of Names of Individuals Who Can Read the Mother Tongue Well
21. 5. Results
22. 5.1 Research Question 1.1: Extent of Use in Domains with Greatest Opportunities for Spiritual Growth
23. 5.2 Research Question 1.2: Mother tongue Scripture Use (Church Domain)
24. 5.2.1 Brief Study
25. 5.2.2 Izere
26. 5.2.3 Ekajuk
27. 5.2.4 Mumuye
28. 5.3 Research Question 1.2 (Continued): Mother Tongue Scripture Use (Non-church Context)
29. 5.3.1 Brief Research
30. 5.3.2 Izere
31. 5.3.3 Ekajuk
32. 5.3.4 Mumuye
33. 5.4 Research Question 1.3: Segments of the Community Using Mother Tongue Scriptures
34. 5.4.1 Brief Research
35. 5.4.2 Izere
36. 5.4.3 Ekajuk
37. 5.4.4 Mumuye
38. 5.5 Research Question 1.4: Reasons Stakeholders are Aware of Use/Disuse of Mother Tongue Scriptures
39. 5.5.1 Brief Research
40. 5.5.2 In-depth Research in Izere, Ekajuk and Mumuye
41. 5.6 Research Question 2.1: Literacy Efforts
42. 5.7 Research Question 2.2: Current Levels of Mother Tongue Literacy
43. 5.8 Research Question 3: Church Leadership Support in Multilingual Churches
44. 5.9 Research Question 4: Acceptance of the Standardized Form of Language
45. 5.10 Research Question 5: Availability
46. 5.11 Welser Scale Analysis
47. 6. Conclusions
48. 7. Recommendations
49. 7.1 Recommendations for Promoting Mother Tongue Scripture Engagement in Nigeria
50. 7.2 Recommendations for Future Scripture Engagement Research
51. Appendices
52. Appendix A. Brief Research Questionnaire
53. Appendix B. Participatory Methods Instructions
54. References